THE IMPACT OF FLIPPED CLASSROOM ON ENHANCING BASIC MEDICAL SCIENCES EDUCATION ACROSS MBBS YEAR GROUPS: A MULTIDISCIPLINARY LITERATURE-ENRICHED STUDY.

J Peop Univ Med Health Sci. 2025:15(2), 208-212. http://doi.org/10.46536/jpumhs/2025/15.02.642

Abstract

BACKGROUND: Flipped Classroom (FC) is an innovative pedagogical strategy where students engage with instructional materials before class, using face-to-face time for active learning. Although widely studied in clinical disciplines, its role across pre-clinical and paraclinical subjects—such as anatomy, physiology, biochemistry, pathology, and pharmacology—among MBBS students across multiple academic years has not been extensively evaluated. OBJECTIVE: To assess the effectiveness
of the flipped classroom model in enhancing comprehension, critical thinking, and application of basic medical sciences among first-, second-, and third-year MBBS students. METHODS: A cohort of 240 MBBS students (80 from each year) participated in a semester-long FC intervention across five subjects: Anatomy and Physiology (1st year), Biochemistry (2nd year), Pathology and Pharmacology (3rd year). Pre-class learning consisted of video lectures, textbook chapters, and interactive quizzes. In class sessions involved clinical case discussions, concept mapping, peer teaching, and simulations. Pre- and post-tests along with perception surveys were used to evaluate outcomes. RESULTS: Overall, student performance improved significantly, with mean post-test scores increasing from 65.2% to 82.7% (p < 0.001). First-year students reported stronger foundational understanding; second-year students emphasized improved integration; and third-year students valued enhanced clinical correlation. Across all years, over 80% agreed that FC increased their engagement and clarity of complex topics. CONCLUSION: The flipped classroom model is effective across MBBS year groups and subjects. It promotes interactive learning, enhances foundational and clinical reasoning, and fosters interdisciplinary integration. A broader adoption across medical curricula is recommended.