Abstract: Objective To explore the application effect of the flipped classroom with ideological-political in the molecular biology course. Methods A comparative study was conducted with undergraduates majored in clinical medicine from eight classes in grade 2019 as subjects, who were divided into control group using traditional teaching method containing ideological-political elements and the experimental group adopting the flipped classroom with ideological-political elements. Questionnaires, college students' self-learning ability assessment scale and an examination were used to evaluate the satisfaction of teaching mode, the improvement of students' self-learning ability and the teaching effects in the two groups. Results Compared with the control group, the performance of the students in the experiment group was statistically better than the control group (P＜0. 05) in terms of mastering the classroom knowledge, inspiring the interest in learning, enhancing the capacity of analysis and solving problems and teamwork, impoving class participation and guidance of ideological-political elements on future career planning. The self-learning ability of students in the experimental group was obviously improved. The theoretical test score of the experimental group was significantly higher than the control group (P＜0.05). Conclusions The application of flipped classroom with ideological-political elements in teaching molecular biology for the undergraduates can improve their performance skill and capacity building of self-learning.

Key words: flipped classroom, course with ideological-political elements, self-learning