Abstract: Objective To evaluate the efficacy of MOOC combined with flipped classroom teaching in clinical training of urology. Methods A total of 100 clinical medical students from Peking Union Medical College were randomly assigned to either an experimental group or a control group. The experimental group adopted the teaching mode of MOOC combined with flipped classroom, while the control group adopted classic teaching method. The two groups were compared in terms of their theoretical exam scores, case analysis skills and teaching satisfaction level. Results There were no significant difference in theoretical examination scores between experimental group and control group (the mean value of scores are 45.12 and 44.50, respectively). However, the interview scores from experimental group was significant higher than that of control group (the mean value of scores are 42.28 and 40.10, respectively, P＜0.001). The MOOC combined with flipped classroom mode significantly improved students′capacity building of clinical reasoning for diagnosis and communication skills. Students were more willing to continue receiving this teaching mode. Conclusions The integration of MOOC with the flipped classroom model significantly enhances the quality and efficacy of urology teaching.

Key words: MOOC, flipped classroom, urology