Objective:To discuss the application and effects of blended learning (B-Learning) mode in medical courses and education at home and abroad.Methods:Based on the identified keywords, the research retrieved 93 relevant literature from 2000 to 2017 in journal databases (e.g. Premier, Cinahl and Medline), and published journals. After two rounds of analysis, 19 domestic and foreign literature were obtained, which evaluated the application and teaching effects of the B-Learning mode in the context of medical education. Among them, there were control studies and qualitative studies.Results:There are differences in the implementation and implementation of the B-Learning model in various countries; the teaching intervention measures and the scope of intervention of the B-Learning teaching model are diverse; the B-Learning model can make up for the gap between the theoretical and practical courses in the medical education process. It helps medical students to master their knowledge and improve their clinical skills; it is necessary for teachers to carefully design teaching courses and teaching research before class to improve the teaching effect of B-Learning.Conclusion:Combining modern educational technology with traditional teaching methods can effectively improve the medical knowledge level and clinical practice skills of medical students.

Objective:To apply the B-learning teaching mode into the Medical Statistic course, and to comparatively analyze the students' knowledge, attitude, and practice (KAP). Methods:In this study, undergraduates were investigated by self-designed questionnaires, and the reliability and validity of the questionnaire were evaluated. SAS 9.3 statistical software was used to analyze the KAP evaluation and the influencing factors of online learning with chi-square test, t test and multiple regression analysis. Results:There were significant differences in students' cognitive status in three aspects: the role of online videos ( P=0.012 9), whether to submit assignments ( P=0.040 7), and whether to participate in discussions ( P=0.009 4). In terms of attitude, there were significant differences between the role of B-learning process ( P=0.027 1) and online learning interest ( P=0.013 7). And in the terms of practice, there were significant differences in the time of online learning ( P=0.002 4), weekly login times for online learning ( P=0.015 4) and ways to solve difficulties ( P=0.004 5). Conclusion:The B-learning mode applied to the course of Medical Statistics has greatly improved students' ability in knowledge, attitude and practice (KAP), and achieved good teaching effects.