Objective To explore the application effect of flipped classroom based on peer assisted learning (PAL) in basic life support (BLS) course for interns of clinical medicine. Methods Sixty five-year clinical medicine students who practiced in the Affiliated Hospital of Jiaxing University from November 2020 to October 2022 participated in the research. According to the random table method, they were divided into the experimental group and the control group. The flipped classroom teaching model and method based on peer assisted learning was adopted for the experimental group (n=30), whereas the traditional teaching methods was adopted for the control group (n=30). After the teaching, the results of theoretical test and practical skill examination of the two groups of students at different time points were compared, and course satisfaction was also investigated by questionnaire. Results The theoretical test scores of the experimental group were (86.27±3.51), (81.47±3.89) and (78.53±3.79) immediately after the teaching, 1 month after the teaching and 3 months after the teaching, respectively. The scores were higher than those of control group (83.07±4.39), (75.60±5.24) and (71.67±4.85). The practical skills assessment scores of the experimentalgroup were (91.27±3.15), (88.93±3.45), (86.90±3.52), which were higher than those of the control group (89.20±3.37), (85.37±3.08), (83.40±4.08). The differences were statistically significant (all P<0.05). The number of students who were satisfied with the teaching in the experimental group was 25 (83.3%), which was significantly higher than that in the control group was 17 (56.7%), and the difference was statistically significant (χ²=5.41, P=0.047). Conclusions The flipped classroom teaching method based on peer-assisted learning has a good teaching effect in the course of basic life support for clinical interns, which helps to enhance students′ practical ability and self-confidence, and improve teaching satisfaction.