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目的:探讨混合式教学结合形成性评价在外科学实验教学中的应用效果。方法:选择2018年3月至6月参加外科学实验课的武汉大学2015级临床医学专业103名学生为研究对象，采用随机数字表法将其分为试验组52人、对照组51人。在外科学实验课中，试验组采用基于微课的混合式教学结合形成性评价方式，对照组采用传统教学方式。课程结束后，比较两组学生的技能考核成绩，并以问卷调查的形式进行教学效果评价。结果:试验组学生外科学实验课考核成绩[(88.74±8.35)分]高于对照组学生[(80.63±9.78)分]，其差异具有统计学意义(n P<0.01)。问卷调查结果显示，试验组学生对教学效果的评分和对教学感到满意的比例均高于对照组学生[(93.65±3.86)分比(82.84±5.65)分，96.2%(50/52)比76.5%(39/51)]，其差异均具有统计学意义(均n P<0.01)。n 结论:混合式教学结合形成性评价在外科学实验教学中的应用有利于提高学生对外科操作技能的掌握，提高了教学的效果。“,”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), n 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),n P<0.01], the satisfaction of teaching is significantly higher in the experimental group[96.2%(50/52) vs 76.5%(39/51),n P<0.01].n 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.