Year: 2026 | Month: November | Volume: 16 | Issue: 11 | Pages: 37-44
DOI: https://doi.org/10.52403/ijhsr.20261105
Effect of a Modified Flipped Classroom on Learning Outcomes and Phase II MBBS Students Engagement in Pathology: A Comparative Study
Sreelekha B V1, Shanthi M5, Neeta P N3, Ramesh4
1,2Department of Pathology, 3,4Department of Community Medicine,
BMCRC Ballari, RGUHS University, India.
Corresponding Author: Dr. Neeta P N
ABSTRACT
Background: A flipped classroom shifts basic content learning outside of class and reserves in-class time for interactive activities. This study evaluated a modified flipped model for teaching pathology to second-year MBBS students.
Objectives: To assess the knowledge scores following modified flipped classroom teaching, compare learning outcomes with didactic lecture-based teaching, and assess students' perceptions of the modified flipped classroom.
Methods: A comparative educational intervention was conducted among 150 Phase II MBBS students at the Department of Pathology, Ballari Medical College and Research Centre, Ballari, Karnataka. Students were assigned to a didactic lecture group (Group A) and a modified flipped classroom group incorporating classroom teaching and small-group discussion (Group B). Ten-item questionnaire were administered for pre-tests and post-tests. Student perceptions were collected using a structured questionnaire. Pre- and post-test scores were compared using paired statistical analysis, with p<0.05 considered statistically significant.
Results: Both groups showcased significant improvement in post-test knowledge scores. The mean score increased from 5.1 to 6.0 in the didactic lecture group (mean improvement 0.9; p=0.01), while the modified flipped classroom group improved from 6.6 to 9.2 (mean improvement 2.6; p=0.001). Students reported favourable perceptions of the modified flipped classroom: 79.3% felt it helped cover all areas of the topic, 84.7% felt it helped them present the topic, 80.6% reported improved active participation and communication, and 87.3% found it enjoyable.
Conclusion: Compared with traditional didactic lectures, the modified flipped classroom yielded greater immediate knowledge gains and highly favorable student perceptions. However, significant baseline differences between the groups preclude attributing this academic advantage entirely to the intervention. Consequently, further rigorous, well-controlled studies with baseline equivalence and longitudinal tracking are warranted.
Key words: modified flipped classroom, medical education, didactic lecture