# Effectiveness and Perception of Flipped Classroom vs. Traditional Teaching Methods among Third Phase MBBS Students at a Medical College in Central India

## TL;DR

This study compares flipped classroom and traditional teaching methods among medical students in India, finding that flipped classrooms improve learning and are well-received.

## Contribution

The study provides new evidence on the effectiveness of flipped classrooms in the context of Indian undergraduate medical education.

## Key findings

- Flipped classroom students showed significantly higher post-test scores with a large effect size.
- Students positively perceived flipped classrooms for engagement, self-paced learning, and understanding.
- Flipped classrooms may enhance learning outcomes in medical education.

## Abstract

Background: The flipped classroom model is an innovative teaching-learning approach that shifts content delivery outside the classroom and utilizes class time for active, student-centered learning. Evidence regarding its effectiveness in Indian undergraduate medical education remains limited.

Objectives: The objective of the study was to compare the effectiveness of the flipped classroom with traditional teaching methods and to assess students’ perceptions of the flipped classroom approach among third-phase MBBS students.

Methods: An educational interventional study was conducted among third-phase MBBS students using flipped classroom and traditional teaching methods. A total of 120 students participated in the study, generating 220 learning observations across two crossover teaching sessions. Knowledge gain was assessed using pre-test and post-test multiple-choice questionnaires. Students’ perceptions of the flipped classroom were evaluated using a validated five-point Likert scale questionnaire. Statistical analysis included paired and independent t-tests, with effect size calculated using Cohen’s d.

Results: Students exposed to the flipped classroom demonstrated significantly greater improvement in post-test scores compared to those taught using traditional methods, with a large effect size. Perception analysis revealed positive student attitudes toward the flipped classroom, particularly with respect to engagement, self-paced learning, and improved conceptual understanding.

Conclusion: The flipped classroom approach was more effective than traditional teaching methods in enhancing academic performance and was positively perceived by undergraduate medical students. Its integration into routine medical teaching may improve learning outcomes and support competency-based medical education.