Teaching renal physiology through a flipped classroom: integrating active learning and clinical context in an organ system-based curriculum.

The flipped classroom model is increasingly used in medical education to promote active learning, clinical integration, and student engagement. This report describes the implementation of a revised flipped classroom approach during a renal physiology unit at an international medical school structured around prework, in-class application, and postsession review. Students prepared with concise slides and optional resources and then engaged in group discussions, case-based activities, and instructor-guided annotations to apply physiological concepts in clinical contexts. Postsession quizzes and structured repetition reinforced understanding. Compared to a prior cohort, this revised approach was associated with improved exam performance and more consistent participation. This model suggests that thoughtfully structured flipped classroom instruction can support learning in physiology-intensive units and that it adapts well to the needs of diverse student populations in integrated curricula. This article describes a structured flipped classroom model implemented during a renal physiology unit at an international medical school. The approach emphasized clinical integration, active learning, and consistent preparation. Compared to a prior cohort, students demonstrated improved exam performance and reported strong engagement and perceived understanding. These findings suggest that thoughtfully designed flipped instruction can enhance learning in physiology-intensive units and may be especially valuable in international or academically diverse medical education settings.