Flipping the classroom: A comparative analysis of in-person versus online learning in scabies education for medical students

Abstract Background: The flipped classroom (FC) has emerged as a prominent instructional model, placing active-learning pedagogy at the forefront of education. Objectives: This study investigated the application of FC in scabies education, aiming to compare the effectiveness of two types of class practices: in-person versus online classes. Methods: Undergraduate and postgraduate doctors during their dermatology department rotations at Tri-Service General Hospital, Taipei, Taiwan, between July 1, 2020, and June 30, 2022, were recruited. The FC approach involved three stages: pre-class viewing of a flipped video, in-class learning, and after-class knowledge distillation. We compared two forms in-class practices: in-person versus online classes. Assessments included pre- and post-FC tests for academic understanding and a questionnaire with nine quantitative questions and two open-ended feedback questions to evaluate students’ perceptions and satisfaction with FC. Comparisons were made between the two forms of in-class practices. Results: In learning performance, post-FC scores significantly exceeded pre-FC scores ( P < 0.001) in both in-person and online classes. Quantitative feedback indicated higher scores for teacher–student interaction ( P = 0.0117) and class engagement ( P = 0.024) in in-person classes. Qualitative comments revealed that students who assigned lower scores to online classes cited perceived deficiencies in self-regulation and learning motivation compared to their experiences in in-person classes. Conclusion: The study demonstrates that the FC approach significantly enhances learning performance in both in-person and online settings. However, comparing with online class practices, in-person classes offer additional benefits in terms of interaction and engagement, which are crucial for maintaining student motivation and self-regulation.