Abstract: Objective To explore the effect of flipped teaching mode by large-scale open online courses (massive open online courses,MOOC) plus small-scale restricted online courses (small private online course,SPOC) in otolaryngology learning by 5-year clinical medical undergraduates. Methods Clinical medicine undergraduates in Harbin Medical University enrolled in 2020 and 2021 were selected as research objects. The experimental group consisted of 51 students of grade 2021 and adopted flipped teaching pathway of MOOC+SPOC. The control group consisted of 48 students of grade 2020 and adopted traditional teaching methods. Otolaryngology test scores, independent learning ability and learning satisfaction were compared between the two groups. Differences between the two groups were compared with t test and χ² test. Results The theoretical test and case analysis scores of the experimental group were (86.09±5.23) and (85.33±5.1), while the scores of the control group were (85.36±5.11) and (86.21±5.27). The difference has no statistical significance (all P>0.05). The score of experimental group of learning expectation was (43.17±3.28), learning interest was (40.27±3.20), self-efficacy was (37.45±2.92), self-discipline was (39.27±2.95), willingness to change was (35.78±2.88), While compared with those from control group were (40.95±3.14),(38.02±3.05),(31.74±2.76),(33.45±2.86) and (30.11±2.46) respectively, the difference was statistically significant(P<0.05). The learning satisfaction of the experimental group was 96.1%(49/51), which was significantly higher than that of the control group 83.3%(40/48), P=0.035. Conclusions Flipped teaching mode of MOOC+SPOC can guarantee the teaching quality of clinical otolaryngology, and improve students' independent learning capacity and learning satisfaction.

Key words: Clinical medicine, Massive open online course, Small scale restricted online course, Flipped teaching, Learning result