Teaching renal physiology through a flipped classroom: integrating active learning and clinical context in an organ...

The flipped classroom model is increasingly used in medical education to promote active learning, clinical integration, and student engagement. This report describes the implementation of a revised flipped classroom approach during a renal physiology unit at an international medical school structured around prework, in-class application, and postsession review. Students prepared with concise slides and optional resources and then engaged in group discussions, case-based activities, and instructor-guided annotations to apply physiological concepts in clinical contexts. Postsession quizzes and structured repetition reinforced understanding. Compared to a prior cohort, this revised approach was associated with improved exam performance and more consistent participation. This model suggests that thoughtfully structured flipped classroom instruction can support learning in physiology-intensive units and that it adapts well to the needs of diverse student populations in integrated curricula.NEW & NOTEWORTHY This article describes a structured flipped classroom model implemented during a renal physiology unit at an international medical school. The approach emphasized clinical integration, active learning, and consistent preparation. Compared to a prior cohort, students demonstrated improved exam performance and reported strong engagement and perceived understanding. These findings suggest that thoughtfully designed flipped instruction can enhance learning in physiology-intensive units and may be especially valuable in international or academically diverse medical education settings.