Flipped Classroom (FCR) as an Effective Teaching-Learning Module for a Large Classroom: A Mixed-Method Approach

Area of Science:

• Medical Education
• Active Learning Strategies
• Pedagogical Research

Background:

• The flipped classroom (FCR) is an innovative active learning method gaining traction in medical education.
• Its effectiveness in large medical school classrooms remains under-demonstrated.
• This study addresses the need to validate FCR's utility in undergraduate medical settings.

Purpose of the Study:

• To establish a feasible FCR model for undergraduate medical students in large classrooms.
• To evaluate the overall utility of FCR as a teaching-learning methodology.
• To assess objective learning gains and subjective user feedback.

Main Methods:

• A mixed-method approach was employed, combining quantitative assessment scores and qualitative feedback.
• The FCR model was implemented for 170 first-year medical students studying hematology.
• Pre- and post-assessments covered all cognitive domains, supplemented by validated feedback surveys for students and teachers.

Main Results:

• Significant improvements in assessment scores were observed post-FCR, particularly among low-performing students.
• Both students and teachers provided optimistic feedback regarding FCR's utility.
• The FCR model demonstrated feasibility and effectiveness, with high user satisfaction.

Conclusions:

• The FCR model is a viable and effective teaching-learning strategy for large medical school classrooms.
• It significantly enhances objective learning outcomes, especially for struggling students.
• Despite increased workload demands, FCR offers substantial benefits for medical education.