Objectives: Medical education in India is transitioning towards learner-centered, competency-based models. The flipped classroom (FC) approach, emphasizing active learning and student autonomy, has shown promising results globally. However, limited studies have evaluated its effectiveness in Indian medical colleges, particularly in the field of Forensic Medicine. This study aimed to compare the effectiveness and student perceptions of the FC method versus the traditional didactic classroom (TDC) method among Phase III Part I MBBS students. Material and Methods: A prospective, interventional, crossover study was conducted with 100 Phase III Part I MBBS students randomized into two groups. Two topics were taught using FC and TDC methods in a crossover design: (a) Forensic identification: Methods and determination of age, sex, and race for medicolegal purposes and (b) Medicolegal aspects of wounds: Types, significance, and differentiation between antemortem and postmortem injuries. Pre-tests, post-tests, and an end-of-module test assessed academic performance. Student perceptions were gathered through a structured feedback questionnaire. Statistical analysis was performed using paired and independent t -tests, with P < 0.05 considered significant. Results: Students taught via the FC approach demonstrated significantly higher post-test scores compared to those taught via TDC in both modules ( P < 0.001). End-of-module test scores were also significantly higher in the FC group (mean 27.9 ± 3.1 vs. 23.1 ± 3.5, P < 0.001). Feedback revealed that 87% of students found FC more engaging, and 82% reported better understanding through FC. Qualitative feedback highlighted improved interaction, flexibility, and conceptual clarity. Conclusion: The FC model significantly enhances academic performance and student engagement compared to traditional lectures in Forensic Medicine. Integrating FC methods into the undergraduate medical curriculum is recommended to foster active, self-directed learning aligned with competency-based medical education principles.
Prajapati et al. (Fri,) studied this question.