Abstract: Objective To integrate a blended-learning model into a neurologic trainee program and to assess the academic performance and perceptions of enrolled students Method A blended-learning model consisting of flipped classroom, team-based learning, case-based learning was integrated into the history collecting and physical examination.Course grades of students in the blended-learning (intervention) and traditional-classroom (control) groups were compared.A survey was administered to assess student perceptions. Results The mean history collecting and physical examination grades of students in the intervention group were higher than those in the traditional group. Most of the students in the intervention group agreed that The blended-learning model used in this course facilitated understanding of learning materials.Conclusion The blended-learning model was associated with improved academic performance and was well-received by students.