Effectiveness of the flipped classroom versus the traditional teaching method in enhancing learning among undergraduate medical students
DOI:
https://doi.org/10.3329/bsmmuj.v18i3.81362Keywords:
flipped class, competency-based medical education, didactic lecture, medical curriculumAbstract
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.
Downloads
308
23 PDF
71 Review report
23
References
Chen F, Lui AM, Martinelli SM. A systematic review of the effectiveness of flipped classrooms in medical education. Med Educ2017 Jun;51(6):585-597. doi: https://doi.org/10.1111/medu.13272
Bhide A, Singh BS. A comparative study of two small group teaching methods - tutorials and seminar - as a supplement to lecture classes for 1st year MBBS students. Int J Med Sci Public Health 2019;8(4):259-263. doi: https://doi.org/10.51248/.v42i1.660
Moffett J, Mill AC. Evaluation of the flipped classroom approach in a veterinary professional skills course. Adv Med EducPract2014 Nov 13:415-425. doi: https://doi.org/10.2147/AMEP.S70160
Merriam SB. Updating our knowledge of adult learning. J ContEduc Health Prof 1996 Jun;16(3):136-143. doi: https://doi.org/10.1002/chp.4750160303
Luscombe C, Montgomery J. Exploring medical student learning in the large group teaching environment: examining current practice to inform curricular development. BMC Med Educ2016 Dec;16:1-9. doi: https://doi.org/10.1186/s12909-016-0698-x
Alharbi AH. A flipped learning approach using social media in health informatics education. Creative Education. 2015 Aug 5;6(13):1466-1475. doi: https://doi.org/10.4236/ce.2015.613147
Bergmann J, Sams A. Flip Your Classroom: Reach Every Student in Every Class Every Day. Washington, DC: Int Soc Tech Educ2012 Jun 21; 693-697. doi: https://doi.org/10.4236/psych.2018.95066
Butler JA. Use of teaching methods within the lecture format. Med Teach 1992 Jan 1;14(1):11-25. doi:https://doi.org/10.3109/01421599209044010
Alaagib NA, Musa OA, Saeed AM. Comparison of the effectiveness of lectures based on problems and traditional lectures in physiology teaching in Sudan. BMC Med Educ 2019 Dec;19:1-8. doi: https://doi.org/10.1186/s12909-019-1799-0
Remington TL, Bleske BE, Bartholomew T, Dorsch MP, Guthrie SK, Klein KC, Tingen JM, Wells TD. Qualitative analysis of student perceptions comparing team-based learning and traditional lecture in a pharmacotherapeutics course. Am J Pharm Educ2017 Apr 1;81(3):55. doi: https://doi.org/10.5688/ajpe81355
Nevins E, Moori P, Alexander L, Richards B, Bleasdale V, Sharma AK. Could Attendance at Medical School be Improved? A Prospective Study of Medical Education at the University of Liverpool: Study of Attendance at a UK Medical School. Europe MedEdPublish 2016 Sep 13;5:78. doi: https://doi.org/10.15694/mep.2016.000078
Rodgers JR. A panel-data study of the effect of student attendance on university performance. Aust J Educ 2001 Nov;45(3):284-295. url: http://ro.uow.edu.au/jutlp/vol3/iss2/3
Majumder MA, Bidyadhar SA, Alateeq, FA, Rahman S. Handbook of Research on Critical Thinking and Teacher Education Pedagogy. United States: IGI-Global; 2019;213-233. doi: https://doi.org/10.4018/978-1-5225-7829-1.ch012
Premkumar K, Vinod E, Solomon S, Pulimood A, Umaefulam V. Self-directed learning readiness of Indian medical students: A mixed-method study. BMC Med Educ2018 Dec;18:1-10. doi: https://doi.org/10.1186/s12909-018-1244-9
Belfi LM, Bartolotta RJ, Giambrone AE, Davi C, Min RJ. “Flipping” the introductory clerkship in radiology: Impact on medical student performance and perceptions. AcadRadiol2015 Jun 1;22(6):794-801. doi: https://doi.org/10.1016/j.acra.2014.11.003
Brame CJ. Flipping the classroom. In: Brame CJ, editor. Science Teaching Essentials. Edition 1. Aca demic Press: United States 2019; 121-132. doi: https://doi.org/10.1016/B978-0-12-814702-3.00009-3
Arnold Garza S, Towson University, Albert S, Cook Library. The flipped classroom teaching model and its use for information literacy instruction. Comm Info Lit 2014;8(1):9. doi: https://doi.org/10.15760/comminfolit.2014.8.1.161
Viveka S, Sagar TV, Sudha MJ. Effectiveness of flipped classroom for teaching anatomy and student’s perception. Natl J Clin Anatomy 2017 Jan 1;6(1):71-81. doi: https://doi.org/10.1055/s-0039-1700730
Tune JD, Sturek M, Basile DP. Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology. Adv PhysiolEduc 2013 Dec;37(4):316-320. doi: https://doi.org/10.1152/advan.00091.2013
Christopher JR, Pound L. Advances in medical education and practice: Student perceptions of the flipped classroom. Adv Med EducPract2017 Jan 13:63-73. doi: https://doi.org/10.2147/AMEP.S109037
Whillier S, Lystad RP. No differences in grades or level of satisfaction in a flipped classroom for neuroanatomy. J ChiroprEduc2015 Sep 1;29(2):127-133. doi: https://doi.org/10.7899/JCE-14-28
Braun V, Clarke V. Using thematic analysis in psychology. Qualitative Research in Psychology 2006 Jan 1;3(2):77-101. doi: https://doi.org/10.1191/1478088706qp063oa
Rajprasath R, Kumar VD, Murugan M, Goriparthi BP, Devi R. Evaluating the effectiveness of integrating radiological and cross-sectional anatomy in first-year medical students A randomized, crossover study. J Educ Health Promot2020 Jan 1;9(1):16. doi: https://doi.org/10.4103/jehp.jehp_325_19
Zhao Y, Ho AD. Evaluating the flipped classroom in an undergraduate history course. HarvardX Research Memo. 2014 Jun 16:1-48. url: https://www.vpal.harvard.edu/publications/evaluating-flipped-classroom-undergraduate-history-course
Veeramani R, Madhugiri V, Chand P. Perception of MBBS students to “flipped classroom” approach in neuroanatomy module. Anat Cell Biol 2015 Jun 1;48(2):138-143. doi: https://doi.org/10.18203/2320
Memon S, Goswami P, Iqbal A, Baloch S. Second-year MBBS students’ views about flipped classroom practice in neuroanatomy course. J Postgrad Med Inst 2016 Jul 18;30(3). url: https://jpmi.org.pk/index.php/jpmi/article/view/1918
Buchner J. The Inverted Classroom Model in Technology and Engineering Education: Teaching “real-world “Skills to solve “real-world “Problems. R&E-SOURCE. 2015 Dec 9. url: https://jpmi.org.pk/index.php/jpmi/article/view/1918
Patkar KU, Patkar US, Kolte VS. Efficacy of flipped classroom method in teaching-learning physiology. Indian J Physiol Pharmacol 2021 Dec 8;65(3):2049. doi: https://doi.org/10.25259/IJPP_350_2020
Nouri J The flipped classroom: For active, effective and increased learning-especially for low achievers. Int J Educ Technol High Educ 2016 Dec;13:1-10. doi: https://doi.org/10.1186/s41239-016-0032-z
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Dipti Mohapatra, Arati Meher, Prakash Kumar Sahoo, Tapaswini Mishra, Arati Mohanty

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.