Abstract: Blended teaching integrates multiple resources and tools to optimize teaching, and has proved to be an effective teaching mode. This research explores an online blended writing course design based on needs analysis. Taking 83 students of the 2018 batch majoring in clinical medicine in the 8-year program as subjects, the questionnaire surveyed students^, needs for the course of “Medical Literature Reading and Writing”. The results showed that students hope that the course improves their reading and writing abilities while taking into account the improvement of translation abilities and medical vocabulary learning; students writing abilities and autonomous learning abilities are generally lacking; writing strategies are not sufficiently employed. Based on this needs analysis, this research builds an online blended writing teaching design of “MOOC + U campus + rain class + WeChat group” to achieve integrated teaching goals, modular teaching content, intelligent teaching environment, systematic teaching process and formative teaching evaluation. Students^, reflective journals and questionnaires show that the course improves students^, autonomous learning abilities, enhances writing knowledge and writing strategy awareness, and has achieved good results. In order to guarantee teaching effectiveness, the effectiveness of online blended writing teaching design should be tracked and investigated, the accumulation of medical knowledge of foreign language teachers should be strengthened, and a writing teaching community should be established to help the cultivation of high-level medical talents and the construction of “new medical science” in the new era.

Key words: writing course design,   needs analysis,   online blended teaching