Abstract: Objective To investigate the application of blended learning and formative assessment in surgical experiment teaching. Methods A total of 103 students who received surgical experiment teaching in the second affiliated hospital of Wuhan University from March in 2018 to June in 2018 were randomly divided into experimental group (51 students) and control group (52 students). The students in the experimental group received blended learning and formative assessment. The students in the control group received traditional practice teaching. The two groups were compared in terms of the scores of skill examinations, and the degree of satisfaction with teaching was surveyed. Results The experimental group had a significantly higher score in skill examination than the control group[(88.74±8.35) vs (80.63±9.78), P<0.01]. The scores of evaluating teaching in experimental group students is higher than the control group[(93.65±3.86) vs (82.84±5.65), P<0.01], the satisfaction of teaching is significantly higher in the experimental group[96.2%(50/52) vs 76.5%(39/51), P<0.01]. Conclusions The introduction of blended learning and formative assessment into the surgical experiment teaching can significantly improve the learning of surgical operation skills and the satisfaction of teaching.

Key words: Blended learning, Formative assessment, Surgical experiment teaching