Flipped Classroom and Insight of Students: Progress in Medical Education and Practices

In the past few years, the concept and approach of Flipped Classroom (FC) has been increasingly opted for the undergraduate medical students. The first route for exposure to content is through online resources for the students in FC application. Then, for promotion of active learning, subsequent face to face/offline classes are held for student-cantered activities. Even though this approach of FC has been handsomely adopted by students from different contexts, the insight of medical students is still unclear regarding this approach. This review paper provides perception of medical students towards FC, its benefits, and limitations for them. For pre-class preparation activities, medical students have shown positive expression along with occupying, interactive mini classroom projects, especially when they are also given concise and easily accessible online tools. However, concerns were reported by some students with the FC approach. They stated that inferior student preparation and inappropriate direction in online and active learning sessions can restrict the student-cantered perks. Despite the high ratio of students who states that FC is a healthy approach for enhancement of knowledge and learning, it has not been conclusively depicted by assessment tools. Nevertheless, the perceptions of students show that self-directed life-long expertise are improved by FC. In the nutshell, the initial application of the approach of FC for undergraduate medical students has depicted great satisfaction among students who prefer it for lecture-based instructions.