FLIPPED CLASSROOM APPROACH IN MEDICAL EDUCATION: ENHANCING LEARNING OUTCOMES AND STUDENT ENGAGEMENT

The ipped classroom model has emerged as a transformative approach in medical education, aiming to close the gap between theoretical knowledge and clinical practice. The ipped classroom (FC) model offers substantial opportunities to improve medical education by fostering independent learning and encouraging active student participation. Unlike traditional passive learning methods, the ipped classroom presents instructional content as preclass activities. This enables face-to-face classroom time for hands-on skill-building, interactive discussions, and real-world applications. This pedagogical strategy has gained widespread acceptance because of its potential to improve clinical reasoning, enhance student engagement, and optimize knowledge retention. However, its implementation encounters challenges, including potential technical issues such as unstable internet connections, insufcient lesson planning, an increased workload for educators, and the risk of reduced motivation among students who struggle with self-directed learning. Practical application requires careful planning, appropriate resource allocation, and teacher readiness, ultimately leading to a more engaging educational environment. This review examines the effectiveness of the ipped classroom in developing clinical skills, the challenges related to its implementation, and evidence-based recommendations for successful adoption in medical education. When implemented effectively, the ipped classroom model can greatly enhance the quality of medical training, providing future healthcare professionals with strong independent learning skills and practical clinical competencies.