Evaluating the Effectiveness of the Flipped Classroom Model in Undergraduate Medical Education: A Quasi-experimental Study.

BACKGROUND

The flipped classroom (FC) model has gained increasing recognition as an innovative teaching strategy in medical education, addressing the limitations of passive learning in traditional methods. It takes learning outside the classroom and allows students to preview new material, while leaving classroom time for content-related discussions and joint tasks. However, limited studies have evaluated its impact in Eastern India, particularly in pediatric teaching. The study was conducted to evaluate the effectiveness of the FC model versus the traditional method of teaching in improving knowledge retention and engagement among undergraduate medical students studying pediatric respiratory illnesses.

MATERIALS AND METHODS

A prospective quasi-experimental study was conducted over six months (November 2021 to April 2022) among 130 eighth-semester medical students at Kalinga Institute of Medical Sciences (KIMS), Bhubaneswar. Participants were divided into two groups: one receiving traditional lectures and the other exposed to FC sessions covering pediatric respiratory competencies. Pre- and post-test scores were compared using SPSS (IBM Corp., Armonk, NY) with a significance threshold of P < 0.05. The scores were compared, and their perception toward the teaching tool was assessed by a questionnaire-based survey.

RESULTS

A total of 130 students, 67 in the control group and 63 in the intervention group, were analyzed for their knowledge score at baseline by a pretested questionnaire. The mean score of knowledge among the control and intervention groups was not different at baseline (P = 0.519). Students in the FC group demonstrated a significantly greater improvement in knowledge scores (mean increase: 2.0 points) compared to the traditional group (mean increase: 0.925 points; P < 0.01). Additionally, 77.8% of participants reported increased engagement in the flipped sessions.

CONCLUSIONS

The greater mean scores after the teaching sessions represent the improved perception of the FC teaching-learning approach for repeatability and better memory retention. The FC method was found to be more effective than the traditional method of teaching. The students' feedback was positive toward the FC method. With careful preparation and faculty training, it can address the issue of medical students' lack of competency in pediatrics.