Objective To explore the effect of flipped classroom teaching method based on micro-lecture in bedside teaching of standardized training in pediatric residents. Methods Thirty residential trainees in pediatric rotation were selected as subjects

including 15 in the experimental group and 15 in the control group. The students in the experimental group carried out the bedside teaching of flipped classroom based on micro-lectures

while the students in the control group carried out traditional teaching rounds. The bedside teaching of two groups were conducted every two weeks

and the same cases were selected in groups with the same instructors. Both groups completed the quizzes before the bedside teaching. After six months' training

the difference of training effect between the two groups was compared through the examination (case analysis and clinical skills evolution). Results The scores of the quizzes in the experimental group were significantly higher than those in the control group (P < 0.05). The scores of case analysis and clinical skills in the experimental group were significantly higher than those in the control group (P < 0.05)

and logical thinking and doctor-patient communication abilities in the experimental group were significantly better than those in the control group (P < 0.05). The results of the questionnaire survey in the experimental group showed that the students believed that the new bedside teaching method could promote learning initiative

help to inspire clinical thinking and improve doctor-patient communication abilities. Conclusion An application of flipped classroom teaching method based on micro-lecture in bedside teaching of pediatric residential trainees not only strengthens their basic theoretical knowledge

but also improves their clinical skills

especially in establishing correct clinical thinking and mastering doctor-patient communication skills.