Abstract：Objective：To systematically evaluate the impact of the Outcome-Based Education（OBE）model and the flipped classroom model on students' academic performance in the teaching reform of "Medical Microbiology" course，and compare the differences in teaching effects between the two models to provide an evidence-based foundation for optimizing the course teaching design. Methods：By searching databases such as CNKI，Wanfang Data，and VIP via computer，studies comparing the applications of OBE and flipped classroom models in medical microbiology teaching since their inception were identified. Data up to March 2025 were collected from the database. Two researchers independently carried out literature screening，data extraction，and methodological quality evaluation tasks. A meta-analysis was conducted utilizing Stata 18.0 software to calculate the standardized mean difference（SMD）and its 95% confidence interval（CI），assess heterogeneity，and perform subgroup analysis. The funnel plot，Egger test，and sensitivity analysis were employed to evaluate publication bias and assess the robustness of the results. Results：A total of A total of 8 studies were included in this analysis，encompassing 1346 students. Research has consistently shown that both the Outcomes-Based Education（OBE）model and the flipped classroom approach significantly enhance academic performance. Meta-analyses indicate that students in the OBE group（SMD=1.385，95%CI：0.782-1.988）and the flipped classroom group （ SMD=1.216 ， 95%CI ： 0.653-1.779 ） outperform those in traditional teaching settings（P<0.001）.Subgroup analysis revealed that the integration of the Outcome-Based Education（OBE）model with blended teaching and formative assessment yielded the most effective outcomes. The heterogeneity was high （I2=85.3%），but the publication bias did not exhibit statistical significance（P=0.312）. In conclusion，both the OBE model and the flipped classroom model have demonstrated effectiveness in enhancing students' academic performance in the course of "Medical Microbiology". Notably，the OBE model shows superior performance when it deeply integrates blended teaching and process evaluation. Therefore，it is advisable to flexibly select or integrate these two models during teaching reform，while also placing emphasis on the systematic construction of the teaching design and evaluation system.
Wang et al. (Thu,) studied this question.