Just-in-time teaching and peer-assisted learning in enhancing the flipped classroom

Background The flipped classroom is a pedagogical technique that allows for the use of in-class time for higher-order thinking and problem-solving, while basic knowledge and skills are acquired outside of class. However, the flipped classroom is hindered by inadequate student preparation before in-class sessions and limited peer interaction within the classroom. These barriers can be overcome by introducing two additional elements: just-in-time teaching (JiTT) and peer-assisted learning (PAL) through concept tests, which can further enhance student engagement with course content and elevate the role of the teacher from a dispenser of information to an enabler of higher-order thinking. We studied the incremental benefits of the JiTT and concept tests-based PAL approach in enhancing and elevating the effectiveness of the flipped classroom. Methods This study was conducted in the Department of Obstetrics and Gynaecology at ESIC Medical College and Hospital, Faridabad, from May to August 2024. We recruited 23 Phase III Part II MBBS students and administered four JiTT and PAL enabled flipped classroom sessions. During the in-class component, 2–4 concept tests were administered and, based on the proportion of student responses, teacher-led learning or PAL was performed. Results The classroom sessions were more aligned with learner needs, allowing for greater collaboration and active learning, which were reflected in better post-PAL scores (mean pre- and post-PAL scores: 49.97% v. 87.21%; p<0.001). The average normalized gain was 0.75. Learners expressed extremely high satisfaction with both JiTT and PAL components of the intervention, and responded favourably to them overall, thus enhancing the flipped classroom experience. Conclusion JiTT and PAL framework can enhance learners’ academic performance, collaborative and problem-solving skills, while ensuring higher participation and satisfaction with the flipped classroom session.