Flipped Classroom During Revision Sessions for Second-Year MBBS Students: A Mixed-Methods Study

The flipped classroom (FC) approach is increasingly being adopted in medical education; however, students' responses to its use during revision sessions remain inadequately explored. This study assessed the perceptions, feasibility, and acceptability of the FC approach during revision sessions among second-year Bachelor of Medicine and Bachelor of Surgery (MBBS) students.

This mixed-methods, cross-sectional study was conducted among second-year MBBS students at a tertiary care teaching institute. Feedback from the FC-based revision sessions was collected via a structured Google Form with both closed- and open-ended questions. A total of 36 responses were analyzed using frequencies, percentages, the median and interquartile range (IQR), Cronbach's alpha, composite scores, and thematic analysis.

Positive responses were reported for improved engagement and discussion by 22 (61.1%) students, deepened understanding by 21 (58.3%) students, and improved interaction with classmates by 23 (63.9%) students. Feasibility-related responses were also favorable, with 27 (75.0%) students reporting that the instructions were clear, 28 (77.8%) indicating that the pre-class material was effective, 29 (80.6%) considering the outside preparation time manageable, and 35 (97.2%) expressing comfort with the technology used. Preference for the FC over traditional teaching was reported by 14 (38.9%) students. Regarding the overall learning experience, 15 (41.7%) students rated it as fair, while 12 (33.3%) rated it as good. The median scores were 4 (IQR: 3-4) for engagement, 4 (IQR: 2-4) for understanding, 3 (IQR: 2-4) for effective use of class time, and 4 (IQR: 3-4) for interaction. Internal consistency was good, with a Cronbach's alpha of 0.86 for both the educational value domain and the implementation and acceptability domain.

The FC approach during revision sessions was feasible and positively perceived in terms of engagement, understanding, and peer interaction. However, overall acceptability remained moderate, and preference over traditional teaching methods was limited. Improved session structuring, reduction in the number of presentations, and stronger faculty guidance may enhance the effectiveness of FC-based revision teaching.