Objective　To explore and evaluate the application of flipped classroom in the integrated curriculum of pathology and pathophysiology overview. Methods　This study included in 172 students from the 8-year program of clinical medicine of Batch 2016 (observation group)

and 142 students of Batch 2014 (control group). The observation group adopted traditional classroom teaching combined with flipped classroom teaching

and the control group used only traditional classroom teaching. In the observation group

the teaching contents were redesigned in the form of flipped classroom. The relevant knowledge points were provided before class. Group discussions and in-class presentations were used in the teaching. And the cultivation of students' learning autonomy

interaction and innovation were emphasized. The teaching evaluation was obtained from the questionnaire survey and final exam performance of the two groups of students. SPSS 21.0 was used for t test. Results　Students in the observation group had high satisfaction with flipped classroom which was helpful to improve students' independent learning ability

oral expression ability and innovative thinking ability. However

there was no significant difference in the final exam scores between the two groups (P=0.306). Conclusion　Flipped classroom teaching can improve students' interest in learning and stimulate their independent learning and innovation. However

the teaching effect evaluated only by the final performance can't reflect the superiority of flipped classroom

which should be assessed by more evaluation indexes.