Abstract: AIM To discuss the effect of flipped instruction combined with team-based learning (TBL) in the teaching of physiological experiments. METHODSA total of 72 medical students were selected and equally divided into two classes: experimental group (n=36) and control group (n=36). In the experimental group, students were taught using a combination mode—TBL combined with flipped instruction—whereas in the control group, students were taught using the traditional model. After the course was completed, effects of teaching were evaluated by questionnaire and comprehensive score evaluation. Students’ evaluation of the teaching effectiveness was expressed as percentage. RESULTSAverage scores of comprehensive ability evaluation in the experimental group and the control group were 83.2±10.1 vs. 72.0±15.4, with a significant difference between groups (P<0.01). More than 85.0% of students in the experimental group validated that TBL combined with flipped instruction enhanced learning interest and helped to acquire knowledge and improvement of individual comprehensive ability. CONCLUSIONFlipped instruction combined with TBL mode is feasible and effective in the teaching of physiological experiments. Students' learning enthusiasm is generally improved.