Effect of case-based teaching of physiology via flipped classroom method on performance of undergraduate medical students.

Abstract

Preclinical education has traditionally focused on didactic lectures, often overlooking student engagement and clinical correlations. To address this issue, active learning methods have been introduced, though their adoption is still in its early stages. This study aims to assess the effectiveness of incorporating case-based teaching with flipped classroom methods and compare it to interactive lectures in undergraduate physiology education. A quasiexperimental study was conducted at XYZ Medical College from June to October 2023. A sample of 94 first-year medical students was divided into two groups: one with case-based teaching using the flipped classroom approach and the other with interactive lectures, each containing an equal number of high, average, and low achievers. The flipped classroom group engaged with preclass reading materials and in-class discussions using the Jigsaw method, whereas the other group participated in interactive lectures. Each group completed three sessions. Pretests and posttests were administered, and a modified "Student Course Evaluation Questionnaire" was used to collect student feedback. Posttest scores significantly improved in both groups, with the flipped classroom group showing better performance in sessions 1 [F(1,91) = 5.343, P = 0.023] and 3 [F(1,91) = 5.322, P = 0.023], regardless of sex. This group also reported greater satisfaction with workload, course organization, learning resources, and teaching methods (p < 0.05, d = 0.5-1). Integrating the flipped classroom with case-based teaching in preclinical education can significantly enhance students' active learning. This research offers valuable insights for curriculum development and instructional practices in medical education.NEW & NOTEWORTHY In this article, we compare the effects of the flipped classroom (FC) and interactive lectures (ILs) in a case-based physiology teaching approach on medical students' performance and satisfaction. Our findings show that the FC significantly increased student engagement, improved the learning environment, enhanced the quality of delivery, and deepened students' understanding of the topic compared to ILs.