Objective　To investigate the effect of flipped classroom model in the theory teaching of urology

and to provide a reference for promoting teaching methods. Methods　The clinical medicine classes 1 and 2 of 2014 in the five-year undergraduate program

with 120 students in each class

were enrolled

with class 1 as teaching reform class and class 2 as traditional teaching class. The flipped classroom model was applied in class 1

and the traditional teaching method was applied in class 2. Tests and questionnaires were used at the end of the class to evaluate teaching effect. All the data were analyzed by Graphpad Prism 6.1

t test and Chi-square test were used for stabistical analysis. Results　There were significant differences between the teaching reform class and the traditional teaching class in the mean score of chapter test [(80.78±9.02) vs. (75.03±7.98)

P <0.05] and the mean score of comprehensive quality [(82.09±8.89) vs. (76.34±6.45)

P<0.05]. The questionnaire survey showed an overall degree of satisfaction of 98.5% among students; 81.67% of all students actively participated in learning

91.67% were willing to participate in the teaching with flipped classroom model

75.84% thought this model improved learning enthusiasm

65% thought it improved the ability of self-study

73.33% thought it improved their understanding of the learning content

and 84.17% thought it strengthened the communication between teachers and students. Conclusion　The flipped classroom model has a better effect than the traditional teaching model in the theory teaching of urology and is easily accepted by students. Therefore

it holds promise for clinical application.