Objectives: The integration of theory and practice is a cornerstone of the competency-based medical education (CBME) curriculum, necessitating innovative teaching–learning methods to bridge the gap between knowledge acquisition and its practical application. This analytical study aimed to evaluate the effectiveness of the flipped classroom approach in reinforcing pharmacology concepts among second-professional MBBS students at ESIC Medical College, Joka, India. Materials and Methods: A total of 101 Phase 2 MBBS students were randomly divided into two groups: One receiving traditional tutorials and the other participating in flipped classroom sessions. Topics covered included drugs used in peptic ulcer disease and antiemetic drugs. A validated questionnaire, comprising multiple-choice and short-answer questions, was administered before and after the intervention to assess knowledge retention. Results: Baseline pre-test scores showed no significant differences between the groups. However, post-test analysis revealed a statistically significant improvement in the flipped classroom group ( P = 0.02), indicating enhanced learning outcomes compared to the traditional tutorial group. Conclusion: The flipped classroom method demonstrated superior effectiveness in reinforcing pharmacological concepts among undergraduate medical students, as evidenced by statistically significant post-intervention improvements. These findings suggest that flipped classroom-based teaching can be a valuable addition to the CBME framework, promoting deeper understanding and application of theoretical knowledge in clinical contexts.
Sindhu et al. (Sat,) studied this question.
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