Abstract: Objective To analyze the effectiveness of flipped classroom combined with case-based teaching model in regional anatomy teaching. Methods Undergraduates of clinical medicine major from Weifang medical University were randomly divided into experimental group and control group. In the experimental group, teaching was conducted using the mode of flipped classroom combined with case-based teaching, whereas traditional teaching was conducted in the control group. Teaching effectiveness was evaluated through examination and questionnaire at the end of course. Results Students of the experimental group scored higher in theoretical examination, mid-term test, peacetime test and final academic performance than those of control group. The questionnaire results showed that students from the experimental group were significantly better in learning initiative, self-learning capacity, clinical reasoning, problem analysis and solving capacity compared with the control group. Conclusions Combination of flipped classroom and case-based learning can improve the teaching effectiveness and be of great inspiration for the teaching reform of topographic anatomy.

Key words: case-based teaching, flipped classroom, topographic anatomy