AIM  To evaluate the teaching effects of online and offline blended teaching mode combined with blended online and offline teaching (CBL) in instruction of hypertension.

  METHODS  A total of 186 students of 5-year clinical medicine specialty were randomly divided into two groups: experimental group (n = 94) and control group (n = 92). Students in the control group adopted traditional teaching mode, while students in the experimental group adopted online and offline blended teaching mode combined with the CBL teaching method. Examinations and questionnaires were used to evaluate the teaching effects.

  RESULTS  Compared with those in the control group, examination scores in experimental group increased significantly (P<0.05). Students believed that online and offline blended teaching mode combined with the CBL teaching method was significantly more efficient than the traditional teaching method.

  CONCLUSION  Classroom teaching is improved through the application of online and offline blended teaching mode combined with the CBL teaching method in instruction of hypertension.