Effectiveness of a Flipped Classroom With Case-Based Discussions in Improving Learning Outcomes in Undergraduate Medical Education: A Quasi-experimental Study at a Tertiary Medical College in Koraput, Odisha

Introduction: Traditional lecture-based teaching often limits student engagement and higher-order cognitive processing in undergraduate medical education.Innovative learner-centered approaches are required to improve conceptual understanding and clinical reasoning.The flipped classroom model shifts foundational learning to the pre-class phase and utilizes classroom time for interactive case-based discussions, thereby promoting active learning.Objectives: To evaluate the effectiveness of a flipped classroom with case-based discussions compared to traditional lectures in improving learning outcomes among undergraduate medical students.Methodology: A quasi-experimental study was conducted among 200 undergraduate medical students in a tertiary medical college in Koraput, Odisha, from July to December 2025.Students were allocated to intervention (n = 100) and control (n = 100) arms.The intervention group received pre-class digital learning materials, followed by in-class facilitated case-based discussions, while the control group received conventional lectures.Knowledge was assessed using a validated 20-item multiple-choice questionnaire administered at baseline, immediately post intervention, and at two-and six-week follow-ups.Mean scores were compared using appropriate statistical tests.Results: Baseline knowledge scores were comparable between the intervention and control groups (50.1 ± 9.8 vs. 49.6 ± 10.2; p = 0.68).Immediately after the intervention, the intervention group achieved significantly higher mean knowledge scores than the control group (72.1 ± 11.0 vs. 60.0 ± 12.1; p < 0.001).This improvement was sustained at the two-week follow-up (70.8 ± 11.5 vs. 58.9± 12.8; p < 0.001) and six-week follow-up (70.2 ± 11.8 vs. 58.1 ± 13.2; p < 0.001).The difference-in-differences analysis demonstrated a sustained intervention effect across all assessment periods.Passing rates were also higher in the intervention group than in the control group (87.0% vs. 62.0%; p < 0.001).Conclusion: The flipped classroom with case-based discussions is an effective and feasible teaching strategy that enhances learning outcomes and knowledge retention in undergraduate medical education.