Abstract Context: Medical education has evolved to emphasize active learning and technology for competency development. The flipped classroom (FCR) model shifts from teacher-centered to learner-centered instruction, promoting deep learning through self-study and interactive classroom engagement. This study explores the implementation of FCR in Phase II medical microbiology education, examining its enabling and challenging factors. Aim and Objectives: (1) To introduce FCR in Phase II Microbiology teaching, (2) To assess student perceptions of FCR as a teaching–learning method (3) To evaluate faculty perspectives on FCR as a pedagogical tool. Settings and Design: A cross-sectional mixed-methods educational study was conducted over 3 months in the Department of Microbiology at a teaching hospital, following approval from the Institutional Ethics Committee. Subjects and Methods: Seventy-five Phase II MBBS students and eight faculty members participated after sensitization and consent. Topics such as biomedical waste management and hospital infection control were taught using FCR across five sessions. Preparatory materials were shared through WhatsApp. Classroom sessions involved case-based, team-based, and problem-based learning. Feedback was collected using a validated Likert scale questionnaire. Qualitative data were obtained from focus group discussions with students and faculty interviews. Statistical Analysis Used: Quantitative data were analyzed using descriptive statistics (percentages). Qualitative feedback was thematically analyzed using inductive and deductive coding. Results: FCR improved engagement, understanding, and satisfaction. Students appreciated preclass materials (98.7%) and interactive sessions (90.7%). Faculty support was rated positively (88%). Despite minor challenges, FCR proved effective in enhancing active learning and competency in microbiology education. Thematic analysis revealed outcomes such as increased engagement, improved retention, faculty facilitation, and challenges in preclass preparation. Conclusions: FCR improved engagement, understanding, satisfaction, and learning outcomes. It presents a practical and scalable approach to embedding active learning within competency-based medical education.
Najotra et al. (Fri,) studied this question.