Title
Effect of the flipped classroom model versus interactive lecture-based learning in undergraduate pediatric education: A crossover study
Authors
Pramila Adhikari*
Affiliation
Department of Pediatrics, MGM Medical College, Indore, Madhya Pradesh, India; *Corresponding author
Pramila Adhikari - E-mail: pramila_ramawat@rediffmail.com
Article Type
Research Article
Date
Received October 1, 2025; Revised November 15, 2025; Accepted November 15, 2025, Published November 15, 2025
Abstract
Traditional lecture-based teaching in undergraduate pediatrics often results in passive learning and suboptimal student engagement, necessitating the search for more effective instructional strategies. The present study was an educational intervention study with a crossover design involving 232 third-year medical students. Students were divided into two groups and attended four pediatric topic sessions over five months. In a crossover fashion, each group experienced two topics via FCM (Flipped Classroom Model) and two via LBL (Lecture-Based Learning). The FCM group received pre-reading study materials and 45 45-minute PowerPoint presentation 4 days before class and a case-based scenario was discussed, while the LBL involved faculty-led sessions with integrated questions and discussions. The flipped classroom model proved to be a more effective pedagogical strategy than interactive lectures for improving immediate knowledge acquisition in undergraduate pediatric education.
Keywords
Medical education, flipped classroom, lecture-based learning, pediatrics, undergraduate teaching
Citation
Adhikari et al. Bioinformation 21(11): 4056-4059 (2025)
Edited by
Vini Mehta
ISSN
0973-2063
Publisher
License
This is an Open Access article which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly credited. This is distributed under the terms of the Creative Commons Attribution License.
