Effectiveness of Flipped Classroom Versus Traditional Lecture in Pharmacology Among Undergraduate Medical Students: A Quasi-Experimental Study

Abstract

Background: Traditional lecture-based teaching in medical education is predominantly teacher-centred and often limits active student participation. Learner-centred approaches such as the flipped classroom have gained attention for enhancing engagement and promoting deeper learning. Aim: To compare the effectiveness of flipped classroom and traditional lecture methods on academic performance and to assess student perceptions among second-year undergraduate medical students. Materials and Methods: This quasi-experimental, within-subject comparative study was conducted among 130 second-year MBBS students at a tertiary care teaching hospital. Students attended a traditional lecture session on skeletal muscle relaxants and a flipped classroom session on local anaesthetics. Pre-class materials were provided for the flipped session. Post-tests consisting of multiple-choice questions were administered after each session. Student perceptions were collected using a structured questionnaire. As data were not normally distributed, the Wilcoxon signed-rank test was used for comparison of scores, and Chi-square test was applied for categorical variables. A p-value <0.05 was considered statistically significant. Results: The flipped classroom method demonstrated significantly higher student engagement, interest, and improved comprehension and logical reasoning compared to traditional lectures (p<0.05). Student involvement and perceived understanding were also significantly higher in the flipped classroom group (p=0.006). However, no significant difference was observed in ease of understanding and overall enjoyment between the two methods. Conclusion: The flipped classroom is an effective teaching-learning strategy that enhances student engagement and higher-order cognitive skills. A blended approach incorporating both flipped classroom and traditional lectures may provide optimal learning outcomes in medical education.