Effect of the flipped classroom model versus interactive lecture-based learning in undergraduate pediatric education: A crossover study

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.