A study on optimizing clinical medical teaching through OBE-flipped classroom integration

AIM The study analyzes a localized novel cardiovascular teaching model based on the integration of the Outcome-Based Education (OBE) concept and flipped classroom approach, providing theoretical and directional guidance for deepening the reform of medical education.

METHODS A bibliometric analysis was conducted by systematically retrieving literature published between January 2015 and December 2024 from the CNKI, VIP, and Wanfang databases. The collected data were analyzed using CiteSpace software (version 6.3.3).

RESULTS From 2015 to 2024, both the total publication volume and the number of publications on OBE and flipped classrooms showed significant growth. Notably, OBE research accelerated after 2019, while flipped classroom studies peaked at 70 publications in 2019 before stabilizing. However, integrated research combining both approaches accounted for merely 1.3% of the total. Keyword co-occurrence analysis revealed that “flipped classroom” (intensity 4.34) has become a core topic in cardiovascular medicine education reform. Post-2021 research has primarily focused on “clinical teaching effectiveness evaluation” and “student competency development”. For OBE-related keywords such as “outcome-based education” and “interdisciplinary integration”, their prominence significantly increased after 2022.

CONCLUSION The integration of Outcome-Based Education (OBE) and flipped classroom approaches has gained increasing attention in cardiovascular medicine education, yet their deep convergence still faces challenges in objective alignment, technological integration, and evaluation systems. Moving forward, leveraging the “New Medical Education” initiative as an opportunity, we should focus on the three key dimensions of “objectives-technology-evaluation” to develop a localized integrated teaching model of “OBE-Flipped Classroom-Cardiovascular Medicine”. This model aims to transform medical education from “knowledge transmission” to “competency cultivation”, thereby providing practical pathways for training high-quality clinical physicians.