EFFECTIVENESS OF FLIPPED CLASSROOM VERSUS TRADITIONAL LECTURES IN MEDICAL TEACHING
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Keywords
Flipped classroom, traditional lecture, medical education, active learning, student engagement, academic performance, knowledge retention
Abstract
Background: In contemporary medical teaching, student-centered active learning is gradually replacing the conventional passive role of the teacher. Traditional lectures are the method that is still widely used in medical colleges, but they do not always give students the opportunity for discussion and interaction, or for application of knowledge. The flipped teaching approach gives learners an opportunity to review lesson content before attending class, while face-to-face time is used for discussion, clarification of difficult points, and problem-solving activities.
Objective: To compare the effectiveness of flipped classroom teaching with traditional lecture-based teaching among medical students.
Methods: This comparative education study was undertaken with 60 medical students of HBS Medical and Dental College, Islamabad, Pakistan. The subjects were divided into 2 groups: the students who learned with the flipped classroom method, 30 students, and the students who learned with the traditional lecture method, 30 students. The same topic and similar learning outcomes were used for both groups. A pre-test was used prior to the teaching session, and then a post-test was administered immediately following the teaching session. A post test after a delay was also performed to determine memory retention. A structured questionnaire was used to evaluate students' engagement and satisfaction. SPSS software was used in the analysis of the data. The statistical significance (p-value) of ≤ 0.05 was considered.
Results: Initial assessment scores were almost the same in both groups. Following the teaching session, students taught through the flipped classroom approach obtained markedly higher post-test scores than those taught by conventional lectures. The improvement in mean score was also greater among students in the flipped classroom arm. Knowledge retention, classroom involvement, satisfaction, motivation, and confidence were also better in this group. Good academic outcome was recorded in 24 (80.0%) students from the flipped classroom arm, compared with 16 (53.3%) students taught through traditional lectures.
Conclusion: The student-centered flipped teaching approach produced better learning outcomes than conventional lectures, with improvement in academic scores, knowledge retention, participation, and learner satisfaction. This method may be used as an effective teaching strategy in medical education to promote active learning and better understanding of medical concepts.
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