A comparative study between flipped classroom and traditional lecture-based classroom in first year medical students

Kavita Aggarwal, Bhaskar Thakur, Mahesh Agrawal, Sumit Jhajharia, Himanshu Madaan, Sri Krushna Mahapatra


Introduction: Flipped classroom is a new pedagogical model in which students are provided with study resource material to develop a basic understanding of the topic before class, and in-class precious time is used for learner-centric activities. Accordingly the study objectives were to compare the effect of flipped and traditional classroom teaching method and to determine the student’s perception of flipped and traditional teaching method.

Method: This was a non-randomized experimental study. A detailed multiple choice question based test was used to assess the knowledge gain. Another structured questionnaire on students’ perception on flipped classroom teaching and traditional teaching technique was used for both the groups.

Results: A total of 112 students participated in this study. The mean assessment scores in the flipped and traditional classroom were not statistically significant. We observed in the current study that the qualitative response was better as compared to quantitative response.

Conclusion: As per our qualitative observation, a hybrid of both traditional and flipped classroom teaching method can be used in the transition period until the acceptance for new innovative methods increase. Long term learning gain may be attained by improving motivation and engagement of students in learning process.


Biochemistry, Didactic lecture, Innovative teaching, Flipped Classroom, Teaching methods

Full Text:



MCI Booklet; Vision 2015 Available at Assessed on 21 May 2019.

Mahajan R, Badyal DK, Gupta P, Singh T. Cultivating lifelong learning skills during graduate medical training. Ind pediatr. 2016 Sep 1;53(9):797-804.

Lucardie A, Busari J. The Flipped Classroom as a Pedagogical Tool for Leadership Development in Postgraduate Medical Education, Education Sciences. 2017;7(2);63.

Singh K, Mahajan R, Gupta P, Singh T. Flipped Classroom: A Concept for Engaging Medical Students in Learning. Ind Pediatr. 2018;55(6):507-13.

Mazur E. Education. Farewell, lecture? Science. 2009;323(5910):50-1.

Hew KF, Lo CK. Flipped classroom improves student learning in health professions education: A meta-analysis. BMC Medical Education. 2018; 18(1):38.

Ramnanan CJ, Pound LD. Student perceptions of the flipped classroom.Adv Med Educ Pract. 2017;8:63-73.

Ojennus DD. Assessment of learning gains in a flipped biochemistry classroom. Biochemistry and molecular biology education. 2016;44(1):20-7.

Kühl SJ, Toberer M, Keis O, Tolks D, Fischer MR, Kühl M. Concept and benefits of the inverted classroom method for a competency-based biochemistry course in the pre-clinical stage of a human medicine course of studies. GMS J Med Educ. 2017;34(3):1-27.

Riddell J, Jhun P, Fung C, Comes J, Sawtelle S, Tabatabai R, et al. Does the flipped classroom improve learning in graduate medical education? J Grad Med Educ. 2017;9(4):491-6.

Gopalan C. Effect of flipped teaching on student performance and perceptions in an Introductory Physiology course. Advan physiol edu. 2018 Nov 5;43(1):28-33.

Veeramani R, Madhugiri V, Chand P. Perception of MBBS students to “flipped classroom” approach in neuroanatomy module. Anat Cell Biol. 2015;48(2):138-43.

Tang F, Chen C, Zhu Y, Zuo C, Zhong Y, Wang N, et al. Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship. Medical Education Online. 2017;22(1):1395679.

Sreegiri S, Madhavi BD, Kumari L. Student’s Perception of Flipped Classroom Teaching Method in Andhra Medical College, Visakhapatnam.” IOSR J Dental and Medical Sciences (IOSRJDMS). 2018;17(2):6-9.

Gillispie V. Using the flipped classroom to bridge the gap to generation Y. Ochsner J. 2016;16(1):32-6.

Bogam RR. Effect of Flipped Classroom Model on Knowledge of Medical Students in Context of Community Medicine. IJARET. 2015;2(3):1-8.