Objective: To investigate the effect of mixed application of flipped classroom

problem-based learning and lecture-based learning in microbiology teaching. Methods: 48 undergraduate clinical medical students were randomly divided into experimental and control groups.Then they were compared teaching. Results: The experimental group theory test scores were higher than the control group. The experimental group students perception

classroom atmosphere

the use of knowledge

capacity-building and teaching satisfaction are higher than traditional group. The difference was statistically considered significant (P<0.05). Conclusion: Hybrid teaching method for training and development of students comprehensive quality and ability has important significance.