A comparative study of students' perception of flipped classroom teaching and traditional classroom teaching among final-year medical students

Introduction: Recently, flipped classrooms (FCs) have emerged as a new pedagogical method in which students are given 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 objective was to determine the student's perception of flipped and traditional teaching methods. Materials and Methods: In this analytical cross-sectional study, students attending medicine clinics were divided into two groups of roughly forty students each. One group received FC teaching and the other traditional lecture on hypo- and hyperthyroidism topics. A structured questionnaire on students' perception of FC teaching and traditional teaching technique was used for both groups. Different parameters related to the learning process about hypothyroidism and hyperthyroidism were considered as primary outcome variables. Coguide software was used for statistical analysis. Results: The students' age range was between 21 and 23 years. The majority were males (>55%). Among the students who attended FCs, the majority (>60%) agreed to follow the same method in future. Majority (>75%) of the students agreed that the reading materials were useful. Overall, a positive perception was observed in the FCs compared to that of the traditional classroom method. Conclusion: FC compared with traditional teaching methods had a good response from the medical students. Students' perception of FC method was positive.