Objective To explore the use of blended teaching methods in a short-term clerkship in Pharmacotherapy for pharmacy students. Methods In December 2022, 19 undergraduate students in the four-year pharmacy program of the class of 2019 at the School of Pharmacy of Naval Medical University were enrolled in the phase of their clinical clerkship in pharmacotherapeutics, and questionnaires were administered to students before and after the clerkship to find out the role of blended teaching in promoting changes in students′ perceptions and attitudes towards the discipline of clinical pharmacy, as well as semi-structured interviews with the students. Data were analyzed using Wilcoxon rank sum text. Results Post-experience students rated the scenario questions on course evaluation as 4.0 (4.0, 5.0) points. The students rated their knowledge of the subject as 3.0 (2.0, 3.0) before clerkship and 4.0 (4.0, 5.0) after clerkship (P<0.001). The number of students who changed their attitudes and were willing to work related to clinical pharmacy increased by 14 students after clerkship, with the score increased from 2.0 (2.0, 3.0) before clerkship to 3.0 (3.0, 4.0) after clerkship (P<0.001). In the interviews on teaching method evaluation and work intention, 15 students gave positive evaluations. Conclusions The use of blended learning in pharmacotherapeutic clerkship was recognized by students, which is conducive to improving students′ understanding of the subject of clinical pharmacy and their willingness to engage in clinical pharmacy work.