Objective To explore the effectiveness of artificial intelligence (AI)-assisted personalized flipped classroom teaching model in microbiology laboratory teaching.

Methods A total of 65 undergraduates majored in medical laboratory technology were selected as the study subjects, and divided into an observation group (n=35) and a control group (n=30).The observation group adopted the AI-assisted personalized flipped classroom teaching model, utilizing the DeepSeek platform to provide personalized learning resource recommendations before class, case analysis and experimental operations during class, and online testing and feedback after class.The control group followed the traditional teaching model, which combined classroom lectures with experimental operations.The total number of teaching class hours for both groups was 32 class hours, and the teaching cycle for both groups was 8 weeks.After the teaching period, the satisfaction levels of students in both groups were compared in terms of theoretical knowledge mastery, learning interest stimulation, diagnostic thinking ability cultivation, and practical skill improvement.Additionally, the differences in theoretical exam scores, experimental skill scores, and slide interpretation scores were analyzed.

Results The satisfaction levels of students in the observation group were significantly higher than those in the control group in terms of theoretical knowledge mastery, learning interest stimulation, diagnostic thinking ability cultivation, and practical skill improvement (P < 0.01).The theoretical exam scores, experimental skill scores, and slide interpretation scores of students in the observation group were significantly higher than those in the control group (P < 0.01).

Conclusions The AI-assisted personalized flipped classroom teaching model significantly improves the effectiveness of microbiology laboratory teaching, particularly in the cultivation of practical skills.It is recommended to promote this model in medical education.