Abstract: Objective To explore the effect of blending teaching methods combined with self-evaluation for clinical operation skill training of undergraduates. Methods A total of 24 undergraduates from a five-year program of clinical medicine enrolled in 2016 were selected in June, 2020. The students were randomly divided into experimental group and control group with 12 in each. Blending teaching methods combined with self-evaluation was adopted in experimental group, while traditional teaching method was adopted in control group. Both groups were evaluated by Objective structured clinical examination (OSCE) before the end of the internship. On the day after the weekly operation, the self-assessment of direct observation of procedural skills was conducted in the experimental group. Results The OSCE scores from experimental group(89.55±6.88)and control group(83.29±6.80) were different (P=0.03). Students' self-evaluation of good aseptic concept increased from (4.00±0.85) to (4.25±0.75), and their coping and communication skills increased from (4.33±0.78) to (4.50±0.90) in experimental group. Conclusions The clinical operation skill of medical students can be improved by blending teaching methods combined with self-evaluation. Students' aseptic concept and communication skills are also improved.

Key words: Students, Medical, Blending teaching methods, Clinical operation skill, Self-evaluation, Application effect