Objective　To study on the application value of flipped classroom and PBL in the teaching process of sanitary chemistry experiment. Methods　112 students studied in School of Public Health in Nanchang University were considered as research subjects

including Preventive Medicine grade 2014 class 1 (observation group

n=57) and class 2 (control group

n=55). The students were taught with flipped classroom model in the control group

while flipped classroom combined with PBL was applied in the observation group. The learning effect of the two groups was evaluated by using the form of Richter score scale in the self-made form. The data was input using Epidata 3.0 and processed by SPSS 18.0

and it was analyzed by t test and 2 test. Results　The evaluation index scores (learning attitude

ability improvement

learning cooperation

professional quality improvement) in the observation group were significantly higher than that of thecontrol group (P<0.05). Besides

the final test scores were also significantly higher in the observation group than those in control group [(83.56±10.81) vs. (69.37±10.45)

t=7.059

P=0.000]. Conclusion　Combining flipped classroom with PBL in the teaching process of sanitary chemistry experiment for the students majored in Preventive Medicine not only improves students' exam results

but also helps students improve their learning attitude

learning ability

professional quality and so on. Therefore

the teaching method is worthy of wider application.