Abstract
The objective of this study was to assess the effectiveness of the Flipped Classroom Approach which is a blended learning approach in which students receive digital lectures as homework, while active learning activities are used in the classroom. To start with students are provided information about this model and its implications on learning. Classroom learning resources consists of about 12 hours pre-recorded video lectures, YouTube videos, e-learning course video lectures, watching of pre-recorded lectures video prepared by experts and experienced teachers, seven full day seminars for 8 weeks period, assignments (ranging in difficulties from lower order thinking skills to higher order) and films. The role of the educator is to council the group and is to organize the seminars. The course examination took place about 8 weeks after the last seminar. The students’ performance was assessed with grades.
 Meta-analysis yielded statistically improvement in learner’s performance in higher order thinking skills, self-regulatory learning and clinical competences as compared to conventional teaching. It also encourages collaborative work environment.
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