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目的:探讨基于“学习通”手机应用软件的翻转课堂在检体诊断学教学中的应用效果。方法:2018年9月至2019年1月，选择安徽医科大学第二临床医学院2016级临床医学专业120名本科生为研究对象，以随机数字表法将其分为试验组和对照组，每组60名学生。试验组采用基于“学习通”的翻转课堂教学，将教学资源上传至“学习通”供学生课前学习，课中分别采用知识点回顾、小组协作及总结的方法进行知识内化，课后通过“学习通”进行知识巩固。对照组采用传统教学方法。比较课前和课后2组学生的提问率、考试成绩、学业自我效能感和对各自教学的满意度。结果:试验组学生课前和课后提问率均高于对照组学生[73.3%(44/60)比26.7%(16/60)，53.3%(32/60)比31.7%(19/60)]，差异均具有统计学意义(n P<0.01、n P＝0.036)。试验组学生理论考核和体格检查评分均高于对照组学生[(76.0±9.9)分比(68.9±12.1)分，(76.3±9.1)分比(64.5±11.7)分]，差异均具有统计学意义(均n P<0.01)。课程结束后，试验组学生学业自我效能感总分高于对照组学生[(79.3±8.5)分比(73.6±6.4)分]，差异具有统计学意义(n P<0.01)。试验组学生对教学满意度总体评价也高于对照组学生[(11.8±1.5)分比(9.1±1.9)分]，差异具有统计学意义(n P<0.01)。n 结论:基于“学习通”的翻转课堂有助于提高学生的学业自我效能感和检体诊断学的教学效果。“,”Objective:To investigate the effect of Xuexitong app based flipped classroom in the course of physical diagnosis.Methods:From September 2018 to January 2019, 120 students from the Second Clinical School of Anhui Medical University were divided into control and experimental group, receiving traditional teaching mode and Xuexitong app based Flipped classroom teaching mode, respectively. Academic self-efficacy, examination scores, and teaching satisfaction were compared between the groups.Results:The rate of asking questions before and after class in the experimental group was higher than that in the control group [73.3%(44/60) vs 26.7%(16/60), 53.3%(32/60) vs 31.7%(19/60), n P<0.01]. The test scores of students the experimental group were significantly higher than the control group[(76.0±9.9) vs (68.9±12.1),n P<0.01]. Similarly, examination skill scores of students the experimental group were significantly higher than the control group [(76.3±9.1) vs (64.5±11.7),n P<0.01]. After the course, academic self-efficacy in experimental group was significantly higher than control group [(79.3±8.5) vs (73.6±6.4),n P<0.01]. In addition, students in the study group acquired higher satisfaction with teaching compared with the control group [(11.8±1.5)vs(9.1±1.9),n P<0.01].n Conclusions:Application of Xuexitong app based Flipped classroom in the course of physical diagnosis remarkably promoted the academic self-efficacy and teaching learning outcomes of trainees.