AIM To explore the application effects of flipped classroom combined with mind mapping teaching methods in clinical teaching of cardiovascular medicine.

METHODS Ninety-seven undergraduate students from the Air Force Medical University were randomly assigned to an experimental group and a control group. The control group adopted a flipped classroom teaching method, while the experimental group adopted a combination of flipped classroom and mind mapping teaching methods. Both groups chose "Acute Myocardial Infarction" as the theme of the teaching activity. The learning performance and teaching effectiveness of the two groups were evaluated by a combination of after-school classroom tests and questionnaire surveys.

RESULTS The results showed that the test scores of the experimental group were significantly higher than those of the control group (82.20 ± 11.41 vs. 74.73 ± 9.46, P<0.01). The survey questionnaire results showed that students were generally satisfied with the teaching effects of flipped classroom combined with mind mapping teaching methods, and they generally believed that the application of flipped classroom combined with mind maps was necessary in clinical teaching.

CONCLUSION The combination of flipped classroom with mind mapping may enhance the subjective initiative of the students, help them integrate and optimize learning resources, improve teaching quality, and promote medical education reform.