ArticleCureus2023
The Role of the Flipped Classroom Method in Short-Term and Long-Term Retention Among Undergraduate Medical Students of Anatomy.
Article in Cureus, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers, 2 of them syntheses that pooled it.
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Who cites it
11 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- Blended learning in medical education in India-a literature-based analysis and description.Frontiers in medicine · 2026Pooled it
- The Flipped Classroom in Medical Education: Systematic Review and Meta-Analysis.Journal of medical Internet research · 2025Pooled it
- Investigation of the effect of flipped learning on neuroanatomy education in dentistry faculty students.BMC medical education · 2026Article
- Long-term impact of anesthesiologist-led active learning on dental students' clinical autonomy in medical risk management and patient safety: a 12-month prospective cohort study.BMC medical education · 2026Article
- Changing the landscape of medical anatomy education: impact of flipped classroom pedagogy on learning outcomes and perceptions of medical students in practical gastrointestinal anatomy.BMC medical education · 2026Article
- EASL Schools of Hepatology: Pioneering the flipped classroom model and blended learning in medical education.JHEP reports : innovation in hepatology · 2025Article
- Long-term Outcomes of Geriatric Medicine Teaching Strategies: Comparing no Content, Traditional Lecture, and Flipped Classroom 2 Years Postintervention.Medical science educator · 2024Article
- Effectiveness of the flipped classroom method using clinical scenarios and Educational Technology versus Subject-Based Lectures in a gastrointestinal physiology course for medical students.BMC medical education · 2024Article
- Flipping Veterinary Biochemistry, Anatomy, and Physiology: Students' Engagement and Perception.Veterinary sciences · 2024Article
- Article
- Feasibility and Effectiveness of a Simulation-Based Flipped Classroom for Teaching Surgical Suturing Skills in a Low-Resource Setting.Journal of medical education and curricular developmentArticle
Corrections and comments
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Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction Medical education is changing towards more flexible, effective, active, and student-centred teaching strategies that reduce the limitations of traditional methods of education. Recently, the flipped classroom method has been suggested to support this transition. However, research on the use of flipped classroom methods in medical education pertaining to short- and long-term retention of the topics is at an early stage. The present paper aims to determine and compare the effects of traditional and flipped classroom methods on first-year medical students' short-term and long-term retention. Method Fifty first-year medical students were subjected to traditional and flipped classroom modules in the form of five sessions each on gross anatomy topics of the thoracic region. These sessions were conducted during independent teaching slots for anatomy. Assessments were done at the completion of each module for both methods. Then, after a gap of two months, the students were again assessed on the content taught in the modules as a part of formative assessment. The data so obtained were compared and analysed statistically. Ethical approval was obtained prior to beginning the study. Written informed consent was obtained from the participating students. Result A total of 50 first-year medical students participated in the study. 33 (67%) participants were males, with a median age of 19.47 years, and 17 (33%) participants were females, with a median age of 19.39 years. The assessment scores showed differences between the two methods of teaching in the short and long term. The flipped classroom method was observed to have significant short-term retention with a p-value <0.0001, which is statistically significant. Conclusion The study concludes that the flipped classroom method serves as an advantageous tool and motivating factor for effective learning, understanding, and retention of conceptual and factual anatomical content.
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