Objective　To investigate the application of the flipped classroom based on micro-class versus traditional class in animal surgery teaching

and to provide new thinkings for animal surgery teaching. Methods　A total of 120 undergraduates from Navy Medical University were randomly divided into control group (class A) and experimental group (class B). The students in class A received traditional teaching

and those in class B received flipped classroom teaching. Questionnaire survey and course assessment were performed after teaching

and a comparative analysis was also performed. Results　The self-assessment survey showed that 88.3%

73.3%

71.6%

48.3%

and 73.3% of the students in class A (traditional teaching) filled in the questionnaire with Very Helpful and Helpful

while 91.7%

85.0%

83.3%

78.3%

and 75.0% of the students in class B (flipped classroom teaching) filled in with Very Helpful and Helpful; class B gave better overall evaluation of teaching model than that of class A. The mean total score of class B was 0.91

higher than that of class A (8.43 vs. 7.52

P<0.05)

and the mean total score of examination papers in class B was 10.92

higher than that in class A (101.13 vs. 90.21

P<0.05). Conclusion　Flipped classroom based on micro-class could improve the teaching effect of debridement course on animal surgery and increase students' self-learning ability.