What does this research mean for the field?

The flipped classroom approach is more effective than traditional teaching methods in enhancing academic performance among third-phase MBBS students. Novelty: ClaimNovelty.NOVEL_FINDING. Consensus alignment: ConsensusAlignment.SUPPORTS_CONSENSUS.

What question did this study set out to answer?

The aim was to compare the effectiveness of flipped classroom and traditional teaching methods in MBBS students while assessing perceptions of the flipped classroom.

February 23, 2026Open Access

Effectiveness and Perception of Flipped Classroom vs. Traditional Teaching Methods among Third Phase MBBS Students at a Medical College in Central India

Key Points

The aim was to compare the effectiveness of flipped classroom and traditional teaching methods in MBBS students while assessing perceptions of the flipped classroom.
Conducted an educational interventional study among 120 third-phase MBBS students.
Used flipped classroom and traditional teaching methods across two crossover sessions.
Assessed knowledge gain with pre-test and post-test questionnaires.
Evaluated student perceptions using a validated Likert scale questionnaire.
Applied statistical analysis including t-tests and calculated Cohen’s d for effect size.
Flipped classroom students showed significantly greater improvement in post-test scores than traditional method students.
Achieved a large effect size for the improvement in scores.
Positive perceptions of the flipped classroom were noted particularly regarding engagement and self-paced learning.

Abstract

Background: The flipped classroom model is an innovative teaching-learning approach that shifts content delivery outside the classroom and utilizes class time for active, student-centered learning. Evidence regarding its effectiveness in Indian undergraduate medical education remains limited. Objectives: The objective of the study was to compare the effectiveness of the flipped classroom with traditional teaching methods and to assess students’ perceptions of the flipped classroom approach among third-phase MBBS students. Methods: An educational interventional study was conducted among third-phase MBBS students using flipped classroom and traditional teaching methods. A total of 120 students participated in the study, generating 220 learning observations across two crossover teaching sessions. Knowledge gain was assessed using pre-test and post-test multiple-choice questionnaires. Students’ perceptions of the flipped classroom were evaluated using a validated five-point Likert scale questionnaire. Statistical analysis included paired and independent t-tests, with effect size calculated using Cohen’s d. Results: Students exposed to the flipped classroom demonstrated significantly greater improvement in post-test scores compared to those taught using traditional methods, with a large effect size. Perception analysis revealed positive student attitudes toward the flipped classroom, particularly with respect to engagement, self-paced learning, and improved conceptual understanding. Conclusion: The flipped classroom approach was more effective than traditional teaching methods in enhancing academic performance and was positively perceived by undergraduate medical students. Its integration into routine medical teaching may improve learning outcomes and support competency-based medical education.

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