Objective To explore the value and effect of using microlearning-based flipped classroom teaching mode in teaching ultrasound-guided arteriovenous puncture in undergraduate anesthesia.Methods Sixty-one newly admitted undergraduate students in the Department of Anesthesiology from September 2021 to October 2022 were selected and divided into two groups according to the time of admission using the random number table method, the control group was the traditional teaching group and the observation group was the micro-course flipped classroom group, and after the training of the two groups of undergraduate students, the teachers with teaching assessment qualifications in the department were responsible for assessing their theoretical knowledge and skills operation After the training of the two groups of undergraduate students, the faculty members qualified in teaching assessment were responsible for the assessment of their theoretical knowledge and skills operation, and questionnaires were distributed to record the self-evaluation of learning outcomes and training satisfaction of all training students. Results Students in the observation group scored significantly higher than students in the control group in the skills assessment and subjective learning experience questionnaire, and the difference was statistically significant (P 0.05), and students in the observation group rated their scores mainly in the excellent and good categories, with more students rated as excellent than those in the control group.Conclusions The microlearning-based flipped classroom teaching mode in ultrasound-guided arterial puncture teaching can significantly improve the learning enthusiasm of undergraduate anesthesia students, improve self-learning ability, enhance students' clinical skills of ultrasound-guided arterial puncture, and also exercise students' communication and expression ability.