Comparison between didactic lectures and flipped classroom teaching methods for undergraduate students in the Department of Obstetrics and Gynecology in a Government Medical College

Abstract Introduction: This study compares the effectiveness of flipped classroom (FCR) teaching and didactic lectures, assessing both educational effectiveness and practical feasibility, and perceptions toward teaching–learning process. Materials and Methods: Twenty-five students of Phase 3 Part II MBBS, allotted in a tutorial group, participated in the study. Four core competency topics of Obstetrics and Gynecology were taught. Of these, two topics were taught by didactic lectures, and the other two topics by the FCR method. In the FCR method, after conducting a pre-test, students were provided with pre-read materials of the concerned topic 2 days before the class. In both methods, pre- and post-test scores for each topic were recorded, and feedback was collected from the students. For comparison of pre- and post-test marks paired t -test was used. Results: There were statistically significant improvements in the mean marks of post-tests compared with pre-tests in both teaching methods. Mean post-test marks were higher in the FCR method (6.94) compared with the didactic lecture method (5.98). On further comparison of post-test marks of both the teaching methods, the result was found to be statistically significant ( P  < 0.05). On analysis of the feedback responses obtained from 25 students, it was observed that 72% learnt better by the FCR method, whereas only 28% learnt better by traditional didactic lectures. Conclusion: Test marks analysis in the present study demonstrated that better learning occurred in the FCR method than traditional didactic lecture methodology. The majority of the students also found the FCR method more interactive and beneficial in learning.