Objective　To investigate the effect of flipped classroom in functional experiment teaching. Methods　A total of 86 medical students from 4 classes of Tongji University School of Medicine were selected as subjects. 44 students were randomly selected from 2 classes as experimental group using flipped classroom as teaching approach; 42 students were randomly selected from the other 2 classes as control group using traditional teaching method. The teaching effect was assessed by objective evaluation and subjective evaluation. SPSS 22.0 was used for data analysis. The t-test was used for objective evaluation

and the chi-square test was used for subjective evaluation. Results　There were significant differences in the scores of experimental reports [(45.00±2.63) vs. (41.05±3.62)

t=5.766

P＜0.01] and experimental operation [(48.27±2.31) vs. (44.79±3.04)

t=5.962

P＜0.01] between the experimental group and the control group. The statistical analysis of subjective evaluation showed that compared with the control group

the experimental group had a significantly higher number of students who selected helpful or very helpful in improving self-learning ability

innovation ability

understanding of theoretical knowledge

and communication ability (P<0.05). Conclusion　The teaching method of flipped classroom applied in medical functional experiments can improve students' operation ability

self-learning ability

innovation ability

and communication ability and deepen their understanding of theoretical knowledge.