Flipped Classroom Versus Didactic Teaching in Undergraduate Biochemistry: An ANCOVA Based Evaluation of Learning Outcomes

ABSTRACT Background: A learner-centred teaching approach, the flipped classroom encourages conceptual comprehension, self-directed learning, and active engagement. The purpose of this study was to compare the efficacy of flipped classroom instruction with traditional didactic lectures for first-year MBBS students. Methods: One hundred first-year MBBS students at Government Medical College in Siddipet, Telangana, participated in a pre-test–post-test interventional study over the course of one month. Two groups of students were formed: Group B (n = 50) received a traditional didactic lecture on the same topic, "Urea Cycle and Disorders," while Group A (n = 50) received flipped classroom instruction using pre-class learning materials and in-class Think-Pair-Share activities. The results of the pre-test, immediate post-test, and surprise retention test were contrasted. After correcting for baseline pre-test scores, Analysis of Covariance (ANCOVA) was used to evaluate group differences. Statistical significance was defined as a p-value of less than 0.05. Results: There was no significant difference between the two group’s baseline pre-test scores (p = 0.053). Compared to the standard teaching group, the flipped classroom group scored higher on the immediate post-test (10.44 ± 2.21 vs. 8.88 ± 2.16; p = 0.001). In a similar vein, the flipped classroom group scored higher on the surprise retention exam than the traditional lecture group (7.02 ± 1.82 vs. 5.74 ± 2.10; p = 0.001). After controlling for baseline performance, ANCOVA showed statistically significant group effects for both post-test and retention scores (p < 0.001). Conclusion: Among first-year MBBS students, flipped classroom instruction was linked to noticeably improved immediate learning outcomes and two-week knowledge retention than traditional didactic lectures. Learner engagement may be increased and competency-based medical education supported by incorporating pre-class preparation and organised interactive activities. To determine whether these findings are generalisable, more Multicentre research on a variety of subjects is necessary Keywords: Flipped classroom, Biochemistry, MBBS students, ANCOVA.