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Flipped Classroom During Revision Sessions for Second-Year MBBS Students: A Mixed-Methods Study
Akhilesh Pathak1, Mamta Jadon Pisudde2, Pravin M Pisudde3
1Department of Forensic Medicine, All India Institute of Medical Sciences, Bathinda, IND.
Cureus
|August 12, 2026
Summary
The flipped classroom approach in medical revision sessions showed positive student engagement and understanding. While feasible, overall acceptability was moderate, suggesting a need for improved structure and guidance for greater effectiveness.
Area of Science:
- Medical Education
- Pedagogy
- Health Professions Education
Background:
- The flipped classroom (FC) approach is gaining traction in medical education.
- Student perceptions of FC during revision sessions are not well-documented.
- This study explores FC for second-year MBBS students' revision sessions.
Purpose of the Study:
- Assess student perceptions of the flipped classroom approach during revision sessions.
- Evaluate the feasibility and acceptability of FC in this context.
- Identify areas for improvement in FC implementation for medical revision.
Main Methods:
- A mixed-methods, cross-sectional study involving second-year MBBS students.
- Feedback collected via a structured Google Form with closed and open-ended questions.
- Analysis included descriptive statistics, Cronbach's alpha, composite scores, and thematic analysis.
Main Results:
- High student agreement on clear instructions (75.0%), effective pre-class material (77.8%), and manageable preparation time (80.6%).
- Positive feedback on improved engagement (61.1%), understanding (58.3%), and peer interaction (63.9%).
- Moderate overall learning experience ratings (41.7% fair, 33.3% good) and limited preference over traditional methods (38.9%).
Conclusions:
- The flipped classroom approach is feasible and positively impacts engagement, understanding, and interaction during medical revision sessions.
- Overall acceptability remains moderate, indicating room for enhancement.
- Recommendations include refining session structure, reducing presentation load, and increasing faculty guidance.
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