Objective: The flipped classroom is an interactive teaching method, the success of which depends on how well the students and teachers perceive it as a teaching learning method, as it requires a significant amount of time and effort from both students and teachers for preclass preparation. The aim of this study was to assess the perception of the flipped classroom as a teaching method among phase I students. Methods: This study was conducted with 120 first-year MBBS students in the Department of Biochemistry at Dr. RPGMC Kangra, Tanda, over a period of three months. Two sessions utilizing the flipped classroom approach were implemented, with pre- and posttests administered through MCQs related to each session's topic. Student performance was evaluated via paired Student’s t tests via epi-info, with P .05 considered statistically significant. A feedback survey using a Likert scale was conducted for both students and faculty and was analyzed. Results: A significant difference was observed between the pretest and posttest scores, with a p value of .001. The responses to the majority of the questionnaire items regarding the flipped classroom model were positive, with more than 75% of both students expressing favorable opinions. Conclusion: The flipped classroom was well received by students who agreed that it enhances engagement, fosters self-directed learning, and improves students' analytical and problem-solving skills.
Anita Devi (2025) studied this question.