Implementation of flipped classroom in Anatomy: attitudes and its effects on students’ performance and learning
Keywords:
Flipped classroom, Anatomy, Competency-based medical education, Active learning, Knowledge retention, Medical education.Abstract
Background: The Flipped Classroom (FC) model reverses the conventional lecture-homework sequence: students engage with foundational material (videos, podcasts, interactive modules) prior to class, while faceto- face sessions are dedicated to problem-solving, clinical application, and collaborative work. This study evaluates the implementation of the FC model for first-year MBBS students in the Department of Anatomy. Methods: A pre-post educational intervention was conducted involving all 125 first-year MBBS students (Batch 2021–22) over a six-month period. Following each conventional didactic lecture, students immediate performance (DL1) and 2-week knowledge retention (DL2) were assessed using 10 validated clinical scenariobased MCQs via Google Forms. The identical evaluation structure was applied after FC sessions (FC1 and FC2). Six structured FC sessions were delivered across six months. Quantitative outcomes were analyzed using paired and unpaired parametric/non-parametric tests, reporting mean differences, effect sizes (Cohens d), and 95% confidence intervals. Student and faculty perceptions were gathered via validated Likert-scale questionnaires. Results: Post-intervention test scores following FC sessions (FC1: 8.26 ± 3.00) were statistically significantly higher than conventional didactic lectures (DL1: 7.01 ± 2.83; p = 0.0008, Cohens d = 0.43). Two-week knowledge retention similarly favoured the flipped approach (FC2: 7.38 ± 2.09 vs. DL2: 5.42 ± 2.48; p = 0.0001, Cohens d = 0.85). Questionnaire reliability demonstrated high internal consistency (Cronbachs alpha = 0.88). Faculty and student feedback indicated overwhelmingly positive attitudes regarding engagement and conceptual clarity. Conclusion: The flipped classroom model enhances immediate academic performance and long-term knowledge retention in anatomy education. Periodic implementation fosters active learning, strengthens student-teacher interaction, and catalyzes a positive shift toward self-directed learning behaviors among undergraduate medical students.
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