Background: As the Emergency medicine is a multidisciplinary discipline, the emergency medicine education is focuses on teaching students to think actively. The flipped classroom was widely used in various medicine teaching that can improve the efficacy of classroom learning. While the process-oriented guided-inquiry learning (POGIL), which be proved can promoting active learning and critical thinking.We assume that both two teaching methods may complement each other in emergency medicine education. Object: To evaluate the student’ learning effectiveness and acceptability of the process-oriented guided-inquiry learning (POGIL)-based flipped classroom model for teaching emergency medicine education. Methods: A total of 90 students majoring in clinical medicine at Xiangya School of Medicine, Central South University, were enrolled in this study. They were randomly divided into an experimental group and control group, with 45 students in each group. The experimental group adopted the POGIL-based flipped classroom model, and the control group adopted the traditional teaching model; teaching effectiveness was evaluated through tests, an operation exam and questionnaire surveys. Results: After the completion of the course, the scores of the two groups were compared. The theoretical and operational scores of the experimental group were higher than those of the control group, and the differences were statistically significant (P < 0.05). The learning interest, clinical thinking ability, and acceptance of the teaching model for the students in the experimental group were significantly higher than those for students in the control group, and the differences were statistically significant (P < 0.05). Conclusion: The POGIL-based flipped classroom model can significantly improve students' scores, students' acceptance of the teaching model, and teaching quality.