Effect of flipped classroom versus traditional didactic lecture on learning outcomes among medical students: A crossover study.

Abstract

Background The flipped classroom method is a learner-centric approach that encourages active learning. Even though this method has shown promise in medical education, evidence regarding its effectiveness in undergraduate anatomy teaching remains limited. Objective: The study compared the flipped classroom teaching method with traditional lecture-based learning among first-year MBBS students.  Materials and methods A crossover study was conducted among 142 first-year MBBS students of both genders at American International Institute of Medical Sciences, Udaipur, Rajasthan. The average age of the participants was 19.1 ± 0.8. Two anatomy topics were taught using a flipped-classroom and traditional lecture method. Performance was assessed using pre- and post-test MCQs, and student perception was evaluated using a structured Likert-scale questionnaire. Data were analysed using t-tests, with p<0.05 considered statistically significant.  Results FC method exhibited greater learning gains than TDL. More than 85% of students reported improved engagement, understanding, and satisfaction with this approach. The post-test scores were higher with FC teaching than with TDL for both topics. For coronary circulation, the FC group achieved a significantly greater improvement than the TDL group (t = 9.37, p < 0.001). Similarly, for bronchopulmonary segments, the FC group demonstrated a significantly higher gain score compared with the TDL group (t = 13.30, p < 0.001). Overall, flipped classroom teaching produced higher knowledge gain.  Conclusion Flipped classroom teaching was more effective than traditional lectures in improving anatomy learning outcomes. It may be integrated into undergraduate anatomy teaching to promote active learning and student engagement.  Recommendation The FC technique is an excellent teaching-learning tool for undergraduate programmes since it enhances academic achievement, engagement, and self-directed learning. Medical schools should encourage this approach as well as offer faculty training and relevant digital learning materials to ensure its successful implementation.