Objective To explore the application effect of blended teaching in clinical teaching of dermatology. Methods A total of 80 general practitioners receiving transition training in the Department of Dermatology, the Central Hospital of Yongzhou from January 2019 to December 2024 were selected, and they were divided into the control group and the study group by the random number table method, with 40 general practitioners in each group. The control group adopted traditional teaching, and the study group adopted blended teaching. The assessment results, autonomous learning and clinical thinking abilities, and teaching satisfaction were compared between the two groups. Results The scores of theoretical assessment and practical operation in the study group were higher than those in the control group (P <0.05). The scores of autonomous learning ability and clinical thinking ability in the study group were better than those in the control group (P <0.05). The teaching satisfaction rate of the study group was 97.50%, which was higher than 82.50% of the control group (P <0.05). Conclusion Blended teaching can effectively improve the theoretical and practical abilities of general practitioners, enhance their autonomous learning and clinical thinking abilities, and help to improve teaching satisfaction.