Effectiveness of the flipped classroom versus the traditional teaching method in enhancing learning among undergraduate medical students

Authors

  • Dipti Mohapatra Department of Physiology, Institute of Medial Sciences and SUM Hospital, Siksha ‘O’ Anusandhan, Odisha, India https://orcid.org/0000-0002-3127-005X
  • Arati Meher Department of Physiology, Institute of Medial Sciences and SUM Hospital, Siksha ‘O’ Anusandhan, Odisha, India
  • Prakash Kumar Sahoo Department of Surgery, Institute of Medial Sciences and SUM Hospital, Siksha ‘O’ Anusandhan, Odisha, India
  • Tapaswini Mishra Department of Physiology, Institute of Medial Sciences and SUM Hospital, Siksha ‘O’ Anusandhan, Odisha, India https://orcid.org/0000-0002-2057-4517
  • Arati Mohanty Department of Physiology, Institute of Medial Sciences and SUM Hospital, Siksha ‘O’ Anusandhan, Odisha, India https://orcid.org/0000-0001-9269-9346

DOI:

https://doi.org/10.3329/bsmmuj.v18i3.81362

Keywords:

flipped class, competency-based medical education, didactic lecture, medical curriculum

Abstract

Background: The flipped classroom is a form of interactive teaching strategy in which traditional learning is reversed by delivering core content outside the classroom and moving activities into the classroom. This study aimed to determine the effectiveness and medical students’ perception of flipped classroom.

Methods: This quasi-experimental study included 100 first-year medical students who were divided into four groups (A, B, C, D), with 25 students in each group.  Groups A and C received didactic lectures, while groups B and D participated in flipped classroom. Thereafter, there was a crossover for ethical purposes. All students took multiple-choice pre-tests and post-tests, and there was also a retention test two weeks after the flipped classroom sessions. Students were further divided based on their pre-test scores into two categories: the <50% and the ≥50% category. Wilcoxon and Mann-Whitney tests were used to analyse the data for statistical significance. Student perceptions were collected by Google questionnaire.

Results: The result showed a significant improvement in the post-test marks for both the teaching learning methods. However, the flipped classroom groups outperformed the didactic groups, with mean post-test scores of 82.2 (10.8) and 84.2 (10.3) for the <50% and ≥50% groups, respectively, compared to 63.2 (9.4) and 72.4 (14.9) for the traditional groups, with a P <0.001. Knowledge retention was also notably better in the flipped classroom groups. The students' feedback supported flipped classroom method.

Conclusion: The flipped classroom boosts students’ performance and encourages active participation and higher order thinking in them. It can be adopted to make the MBBS students self-directed and lifelong learners.

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Published

2025-07-24

How to Cite

Mohapatra, D., Meher, A., Sahoo, P. K., Mishra, T., & Mohanty, A. (2025). Effectiveness of the flipped classroom versus the traditional teaching method in enhancing learning among undergraduate medical students. Bangabandhu Sheikh Mujib Medical University Journal, 18(3), e81362. https://doi.org/10.3329/bsmmuj.v18i3.81362

Issue

Section

Research Article

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