Objective　To explore the effect of flipped classroom in ECG teaching. Methods　Dur-ing the electrocardiogram elective course of China Medical University

a total of 106 clinical medicine students of Grade 2013 were selected as the experimental group

and 107 clinical medicine students of Grade 2012 were selected as the control group. The experimental group adopted the micro-class-based flipped classroom teaching

while the control group used traditional teaching. At the end of the course

the two groups of students were given a unified examination

and the experimental group students were surveyed. A t-test was performed on the scores between the groups using SPSS 16.0. Results　The average score of the students in the experimental group was (37.1±6.1)

which was higher than that of the control group (28.1±6.7). The difference was statistically significant (P=0.000). The average score of theoretical knowledge assess-ment was (38.1±5.1) in the experimental group and (37.5±4.4) in the control group. The difference was not statistically significant (P=0.402). The effective recovery rate of the questionnaire in the experimental group was 100%

and the satisfaction of each item was above 81.0%. Conclusion　The application of flipped classroom in ECG teaching can improve the teaching effect of ECG case analysis and strengthen the students' comprehensive analysis ability of ECG.