Learner-Centered Microbiology Teaching via the Flipped Classroom Model: Insights from a Mixed-Methods Educational...

Area of Science:

• Medical Education
• Microbiology
• Pedagogy

Background:

• Medical education increasingly uses technology for competency development.
• The flipped classroom (FCR) model promotes learner-centered instruction and deep learning.
• This study investigates FCR implementation in Phase II medical microbiology.

Purpose of the Study:

• Introduce FCR in Phase II Microbiology teaching.
• Assess student perceptions of FCR.
• Evaluate faculty perspectives on FCR as a pedagogical tool.

Main Methods:

• A 3-month mixed-methods study involving 75 Phase II MBBS students and 8 faculty.
• FCR applied to topics like biomedical waste and infection control.
• Feedback collected via Likert scale questionnaires and qualitative interviews/discussions.

Main Results:

• FCR significantly improved student engagement (90.7% for interactive sessions), understanding, and satisfaction.
• Students highly valued pre-class materials (98.7%) and faculty support (88%).
• Thematic analysis confirmed increased engagement, improved retention, and effective faculty facilitation.

Conclusions:

• FCR enhances engagement, understanding, satisfaction, and learning outcomes in medical microbiology.
• FCR is a practical and scalable method for active learning in competency-based medical education.