Flipped Classroom versus Traditional Didactic Classroom in Medical Teaching: A Comparative Study

Area of Science:

• Medical Education
• Pedagogy

Background:

• Effective healthcare delivery requires extensive learner participation.
• The Flipped Classroom (FC) model promotes meaningful learning and critical thinking.
• FC shifts from teacher-centered to student-centered learning for enhanced engagement.

Purpose of the Study:

• To compare the effectiveness of FC versus Traditional Didactic Classroom (TDC) teaching.
• To evaluate the FC method for first-year MBBS students.
• To assess student perceptions of the FC teaching method.

Main Methods:

• 100 first-year MBBS students participated after informed consent.
• Pseudo-randomization created two groups for FC and TDC methods.
• A crossover design was used, with post-tests and feedback collected.

Main Results:

• Statistically significant differences (p<0.05) in post-test scores favored the FC method in both modules.
• FC group scores were 14.77 ± 2.16 and 11.26 ± 1.76.
• TDC group scores were 12.16 ± 2.05 and 10.03 ± 2.57.
• Students provided overall positive feedback for the FC method.

Conclusions:

• The FC approach is beneficial for enhancing student learning and academic performance.
• FC positively impacts student perception of medical teaching.
• Further studies with larger sample sizes can strengthen the evidence for FC as a superior learning tool.