IntroductionThe flipped classroom is a blended teaching approach in which students receive content prior to attending face-to-face lessons. It typically comprises three phases: pre-class, in-class and post-class. Previous research has predominantly focused on the flipped classroom in general higher education, nursing education and anatomy education for medical students; however, its specific use in anatomy education among nursing students remains understudied.ObjectiveThis study aimed to explore and describe nursing students’ experiences with a flipped classroom in a human anatomy course.MethodsThe flipped classroom approach was used once a week for a second-semester human anatomy class for first-year undergraduate nursing students, while the other days adhered to the traditional approach. Subsequently, an exploratory, descriptive qualitative study was conducted, with constructivism as its theoretical foundation. A sample of 18 nursing students was selected through convenience sampling to participate in the study. Data were collected through individual interviews, using an interview guide. The data were transcribed verbatim and then manually thematically analysed, following six stages of the iterative process of analysing interview data.ResultsThe three themes identified are: the flipped classroom promotes active learning, the flipped classroom is not the preferred method for learning human anatomy, and improving the flipped classroom approach.ConclusionFindings indicate both positive and negative experiences with the flipped classroom in human anatomy. These may help develop a step-by-step guide to teaching human anatomy using the flipped classroom approach. Future researchers might explore how the flipped classroom can be utilised to enhance the application of human anatomy in clinical practice among nursing students.

Diverse teaching strategies, including flipped classroom (FC) approaches, are increasingly used in anatomy education to enhance learning outcomes. However, their implications are difficult to interpret when instructional methods vary alongside cohort characteristics such as instructional language. This study examined academic performance, learning satisfaction, and state anxiety in two pre-existing cohorts of first-year dental medicine students differing in instructional sequence and language. This quasi-experimental study included 186 volunteer first-year dental medicine students (Turkish-language cohort [TC]: n = 93; English-language cohort [EC]: n = 93) who took anatomy for the first time in spring 2025. The TC received the traditional education model in both the third and fourth curricular blocks (Committee 3 and Committee 4), whereas the EC received FC instruction in Committee 3 and the traditional education model in Committee 4. Accordingly, the study represents a cohort comparison within a natural dual-language educational setting rather than a design intended to isolate an independent instructional effect. Academic achievement was assessed using identical 40-item multiple-choice theory examinations at the end of each committee. Satisfaction was assessed using separate 10-item, method-specific Likert questionnaires administered after Committee 4 and was interpreted exploratorily because the instruments were not identical across cohorts. State anxiety was measured with the State-Trait Anxiety Inventory, State scale (STAI-S). Mean theory scores were higher in the EC than in the TC in both Committee 3 (53.48 ± 18.85 vs. 46.25 ± 20.00) and Committee 4 (52.38 ± 22.67 vs. 39.66 ± 18.42). Adjusted analyses indicated that the magnitude of the between-cohort difference varied across committees and that the adjusted contrasts remained in the same direction across both committees, although effect sizes were small. Because instructional sequence, instructional language, and cohort membership were not independent, these findings are interpreted as adjusted cohort-level contrasts rather than evidence of an isolated FC effect. Post-course STAI-S scores were similar across cohorts. Satisfaction findings are presented as exploratory summaries because different method-specific questionnaires were used across cohorts. This study characterizes cohort-level differences in theory examination performance, state anxiety, and satisfaction within a quasi-experimental dual-language anatomy education setting among first-year dental medicine students. Beyond these descriptive findings, the results demonstrate how performance differences can emerge in dual-language contexts where instructional methods and language tracks are structurally confounded. For dental medicine anatomy educators, this carries a clear practical implication that comparisons across dual-language cohorts may conflate instructional and language effects and therefore require anatomy-specific baseline assessment and equivalent learner-report measures for meaningful interpretation.

Introduction: Considering the essential role of cardiopulmonary resuscitation (CPR) training in enhancing the clinical competence of emergency medical students, along with the limitations of traditional teaching methods, the adoption of innovative approaches such as the flipped classroom has gained increasing attention. The aim of this study was to determine the effectiveness of flipped classroom instruction on CPR competence among undergraduate emergency medical students. Methods: This study was designed and conducted as a randomized controlled trial. A total of 102 undergraduate emergency medical students were randomly assigned to either the intervention group or the control group. The intervention group underwent CPR training through the flipped classroom approach, whereas the control group received CPR training through traditional instruction. In the control group, traditional education included in-person lectures, classroom discussions, and practical exercises. To assess students’ performance and clinical competence, the Mini-CEX form was applied to evaluate individual clinical skills, and the OSCE was employed to assess practical competence in performing CPR. These evaluations were conducted at three time points: baseline (pre-test), week eight, and week twelve. Results: Findings indicated that the intervention group, compared to the control group, achieved higher scores both in the assessment of clinical skills using the Mini-CEX and the practical competence assessment (OSCE) related to CPR performance. The differences in mean scores at post-test time points were statistically significant (p < 0.001). Specifically, the mean OSCE scores in the intervention group increased by approximately 8.8 points from baseline to week eight, by 11.8 points from baseline to week twelve, and by 3 points between week eight and week twelve. These results demonstrated a significant upward trend in clinical competence among participants in the intervention group over time. Conclusion: Based on the findings, flipped classroom instruction may be regarded as an effective and student-centered approach for CPR training and may serve as a foundation for curriculum reforms in emergency medical education.

The Flipped Classroom Approach (FCA) is a pedagogical approach with the potential to promote student engagement in higher education. This study aims to analyze students’ perceptions of the FCA, which is associated with the use of mind maps, problem-solving, group work, and seminars, and with the strengthening of the four dimensions of student engagement, cognitive, behavioral, emotional, and agentic, in a Numerical Analysis course. This qualitative study was conducted over four months during the first semester of 2024, involving 28 students from a multi-disciplinary cohort at a public university in southern Brazil. Data were collected through an open-ended questionnaire and analyzed using IRaMuTeQ software. The results indicate that the adopted methodological strategies fostered an integrated interaction among the dimensions of engagement. Cognitive engagement was associated with content comprehension and application through collaborative problem-solving and the use of mind maps. Behavioral engagement was evidenced by active participation in collective activities and seminars. Emotional engagement was strengthened by peer support and teacher mediation. Agentic engagement was highlighted through autonomy in prior preparation and in proposing strategies. The findings suggest that the combination of these strategies contributes to a participatory and self-regulated learning process.

Effectiveness of a case-based learning combined with flipped classroom approach in undergraduate pulmonary imaging education: a prospective randomized controlled study.

This action-research examines a four-week flipped-classroom intervention in an Intermediate Accounting course at a Bangladeshi government women’s college. 62 of 73 enrolled second-year Bachelor of Business Administration (BBA) students participated in the intervention; participation and formative data were collected across four weeks using short pre-class videos (YouTube), a closed Facebook group, and weekly Google-Form formative quizzes. Engagement indicators such as average video views, class attendance, and mean quiz scores increased during the intervention. A paired‑samples t‑test indicated a statistically significant within‑student improvement, t(27) = 8.31, p < .001, Cohen’s d = 1.57, with a 95% confidence interval for the mean difference of [8.53, 14.12]. A Wilcoxon signed‑rank test produced consistent results. Because the study employed a practitioner‑led action‑research design without a control group, the results should be interpreted as exploratory evidence associated with the flipped intervention rather than causal proof of effectiveness. Reflections from students indicate that pre-class preparation, peer collaboration, and flexible access to educational materials contributed to increased participation. The study shows how low-cost digital platforms can facilitate blended learning methods in higher education environments with limited resources. However, further research using comparative or longitudinal methods is needed for a more comprehensive assessment of learning outcomes and sustainability.

Child abuse represents a critical public health challenge requiring medical professionals to possess both theoretical knowledge and practical communication skills. Traditional flipped classrooms, while effective for knowledge acquisition, may inadequately prepare students for emotionally charged clinical encounters. This study evaluated the impact of integrating peer role-play into a flipped classroom approach for teaching child abuse management. A quasi-experimental study was conducted among fifth-year medical students during their paediatric rotation. Two cohorts were compared: the 2022 cohort (n = 112) receiving traditional flipped classroom instruction and the 2023 cohort (n = 100) experiencing a flipped classroom with integrated peer role-play. Clinical reasoning and knowledge application were assessed using a Modified Essay Question (MEQ) examination. Student satisfaction was evaluated using a standardised questionnaire. Independent t-tests were used to compare outcomes between cohorts. Students in the peer role-play group achieved significantly higher MEQ scores (75.54 ± 13.06) compared to the traditional group (58.09 ± 13.58), representing a 30% improvement (p < 0.001; Cohen's d = 1.28, 95% CI: 0.74-1.82). Satisfaction ratings were higher across all dimensions (all p < 0.05), particularly engagement (4.84 ± 0.39 vs. 4.21 ± 0.52) and perceived learning effectiveness (4.82 ± 0.41 vs. 4.18 ± 0.48). Integrating peer role-play into a flipped classroom model was associated with improved clinical reasoning and knowledge application in child abuse management. This approach represents a feasible and scalable strategy to support active learning in sensitive clinical topics. Further research using performance-based assessments is warranted.

In the flipped classroom model, students prepare for lessons in advance, enabling teaching sessions to be used for discussion, reflection and other active learning activities. The aim of this qualitative study was to explore the impact of preparatory tasks on medical students' motivation, engagement and perceived learning. Two focus group interviews were conducted in May 2024 with 14 medical students at the University of Oslo, Campus South. The students had experience with both traditional lectures and the flipped classroom. The interviews were analysed using a reflexive thematic approach, with a focus on students' experiences with preparation and learning. Student motivation increased when expectations were clearly expressed and preparatory tasks were adapted to the scope of the teaching session. Students preferred brief preparatory tasks that were provided well in advance. Active incorporation of preparatory work into lessons, in the form of quizzes, discussions and case studies, promoted engagement and self-efficacy. Students felt that the flipped classroom approach deepened their understanding of the material and increased their confidence in academic discussions, particularly in relation to complex topics. They also felt that the teaching model supported the development of professional identity and preparation for clinical practice. Combining well-defined preparatory tasks and active incorporation of these into the flipped classroom promotes students' motivation, engagement, self-efficacy and reflective thinking.

Social media (SM) are now ubiquitous in society. Originally used for socialising between individuals, they are increasingly used for educational purposes. The aim of this study was to explore the role of SM in dental education used by dental students and their teachers in the UK and Egypt. Twenty semi-structured online interviews were conducted with dental students (n = 11) and their teachers (n = 9) from one UK and two Egyptian universities. The interviews included open-ended questions about participants' perceptions of using SM in dental education. Data analysis was carried out thematically. Analysis of the interviews revealed that the participants used SM for communication, collaboration, and to search for information. The dental teachers used SM to promote blended learning and the flipped classroom approach. SM in dental education had many benefits, including ease of use, real-time communication, and the facilitation of independent, self-paced student learning. However, some barriers to adopting SM for learning included concerns about the quality of published information, unprofessional behaviour, privacy, and negative effects on learning. Integrating SM with the traditional classroom approach is potentially useful in promoting an active, collaborative, student-centred, problem-based, and blended learning-oriented environment. However, dental students and their teachers should be trained to use SM appropriately.

This study conducted a needs analysis to inform the development of herbal pharmacology instruction using a flipped-classroom approach supported by interactive H5P (Hypertext Markup Language 5) modules at the Dharma Usada Study Program, Institut Nalanda. Employing a qualitative descriptive design, data were collected through structured classroom observations, semi-structured interviews with the course lecturer, and questionnaires administered to twenty-one students. Data were analyzed using descriptive qualitative methods and percentage calculations to identify instructional gaps and learner needs. Findings show learning remains lecture-dominant (78%) and reliant on presentation slides (91%), contributing to limited interaction and low student Engagement. Most students expressed readiness for technology-enhanced learning: 94% indicated strong interest in a flipped-classroom model supported by interactive H5P to promote autonomous learning and deeper conceptual understanding. Based on these results, the study recommends designing structured H5P modules featuring interactive videos, formative quizzes, and immediate feedback. This needs analysis provides an empirical basis for development, expert validation and pilot testing.

Abstract Teaching a complex abstract subject like physics becomes strenuous for an undergraduate teacher since these students lack the basic core concepts which are fundamental to understand and absorb physics. Hence adopting an innovative pedagogical model becomes imperative. By introducing a teaching learning model, which consists of interactive collaborative tools, through which such students are made to familiarize with real world relatable concepts of physics and also involve active learning through hands-on training kits, performing experiments using visual aids, assignments, simulations etc., can prove to be beneficial for these students and can serve as a vital component for teachers to teach undergraduate physics syllabus. A type of inverted classroom known as the “flipped model” involves active participation from both the teacher and the students. To better meet the needs of undergraduate physics students, we have made minor adjustments to our flipped classroom approach. In this study, we address how the flipped approach has been included into the course module to instruct undergraduate students in physics. This model’s qualitative effectiveness in the Indian setting has been demonstrated. Keywords: Flipped Model, Undergraduate Physics, Hands-on visual aid

The rapid development of digital tools for medical education and training has expanded the possibilities for flexible and personalized learning, but it has also created challenges in choosing the best tools to meet specific learning needs. This article presents a functional framework that assists educators and learners in selecting tools based on their needs and the learning context. By categorizing tools into synchronous and asynchronous types, we aim to simplify the decision-making process and optimize educational experiences. Synchronous learning tools like YouTube Live, PathCast, Zoom and Microsoft Teams support real-time participation and promote communication, collaboration and responsiveness in the learning environment. These tools are especially useful for live streaming, Q&amp;A, and discussions where instant feedback can support learning outcomes. Asynchronous learning tools such as YouTube, Canvas, Elicit and Quizlet, give learners the flexibility to learn material at their own pace, encouraging independent learning and memorization. Asynchronous platforms allow for pausing, reviewing and repeating material as needed, making them ideal for complex courses that require effective repetition. Hybrid models, especially the flipped classroom approach, blend these modes effectively. Tools like Edpuzzle and Nearpod make it possible to create interactive lessons and exercises in the classroom. The integration of innovative technology in medical education is not solely about adopting new tools but also about promoting adaptability and a culture of continuous learning. Blending synchronous and asynchronous tools with a human-centered approach, can build flexible, responsive learning environments that empower educators and learners to make informed choices, creating adaptive and effective learning environments that meet diverse needs.

Orientation: Education systems in underdeveloped and developing countries have long been characterised by declining teaching quality, persistent teacher attrition and continued reliance on traditional pedagogical approaches. The COVID-19 pandemic accelerated the adoption of digital and student-centered learning practices, exposing both systemic vulnerabilities and opportunities for structural reform. Research purpose: The study aimed to propose Project Immortal, a multi-level digital framework that integrates the flipped classroom approach with the preservation of exemplary teaching practices. Motivation for the study: The study was motivated by the need to modernise pedagogy while simultaneously addressing human resource challenges related to teacher attrition, institutional knowledge loss and declining professional motivation in resource-constrained education systems. Research approach/design and method: A qualitative, non-empirical desktop literature review was conducted using peer-reviewed academic publications and institutional reports sourced through Google Scholar and Google Books. Purposive and snowball sampling techniques were applied to identify relevant literature. Main findings: The findings indicated that the flipped classroom approach is particularly suited to developing contexts due to its flexibility and learner-centered orientation. In addition, the digital preservation of exemplary teaching practices was found to support instructional continuity, enhance teacher recognition and mitigate the disruptive effects of staff turnover. Practical/managerial implications: Educational managers and policymakers may utilise tiered digital teacher libraries to standardise instructional quality, support professional development and strengthen institutional resilience. Contribution/value-add: The study contributes a conceptual human resource development framework that integrates pedagogical innovation with knowledge management, offering a practical approach to sustaining teaching quality in under-resourced education systems.

There is a critical and persistent unmet need for pediatric palliative care (PPC) services in low- and middle-income countries (LMICs), with the lack of specialized training among healthcare professionals (HCPs) identified as a major barrier. This study aimed to evaluate the impact of a structured educational intervention on the knowledge and attitudes of HCPs in Nepal toward PPC. We utilized the Project ECHO (Extension for Community Healthcare Outcomes) model, an interactive, technology-enabled, flipped-classroom approach designed to build capacity in resource-limited settings. The program consisted of nine weekly 75-min online sessions, incorporating expert-led didactic lectures, breakout room discussions, and case-based learning. Using a culturally and contextually adapted, validated questionnaire, we measured the changes in Likert scores before and after the educational intervention to assess changes in participants' PPC-related knowledge and attitudes. Of the 55 HCPs who enrolled in the training, 40 completed both the course and the questionnaire. Among them, 19 (47.5%) were nurses, 17 (42.5%) physicians, 2 (5.0%) psychosocial counselors, and 1 (2.5%) a family support officer. Statistically significant improvements were observed in both knowledge and attitudes regarding PPC. All 40 participants (100.0%) reported that the training was valuable and would recommend it to peers. The most cited barriers to participation included time constraints (72.5%), and internet connectivity issues (40.0%). These findings suggest that virtual PPC education delivered through the Project ECHO model is a promising and effective strategy to enhance knowledge, attitudes, and confidence among HCPs in resource-constrained settings. This study supports its potential to address the PPC education gap in LMICs like Nepal. Furthermore, the validated questionnaire developed through this initiative may serve as a useful tool for evaluating similar training initiatives.

This study investigated the effectiveness of a flipped classroom approach based on the CDIO (Conceive, Design, Implement, Operate) framework in training newly recruited gynecologic operating room nurses in laparoscopic nursing. A total of 74 nurses were randomly assigned to either a control group receiving traditional instruction or an observation group receiving CDIO-based flipped classroom teaching. Key learning outcomes were compared between the two groups, including performance in laparoscopic surgery assistance, procedural proficiency, theoretical knowledge, critical thinking, self-directed learning, and teaching satisfaction. Results showed that while both groups improved after training, the observation group outperformed the control group in all measured areas (P < 0.05). Nurses in the flipped classroom group showed better understanding of endoscopy, more accurate instrument handling, and greater gains in theoretical knowledge. They also demonstrated significantly improved critical thinking and independent learning skills, along with higher satisfaction with the teaching experience. These findings suggest that integrating the CDIO framework with a flipped classroom model can significantly enhance the clinical competence and learning engagement of new gynecologic OR nurses, making it a more effective alternative to traditional teaching methods.

The article examines the pedagogical potential of the “flipped classroom” technology in developing the professional competence of future biology teachers. The relevance of the study is determined by the transition of modern education toward digital formats, the expansion of blended learning, and the growing requirements for the quality of teacher training. Under conditions of digitalization, the need to develop a comprehensive set of competencies among future biology teachers increases significantly, including subject knowledge, methodological skills, digital literacy, and research abilities. The flipped classroom approach is considered as an innovative tool enabling an effective combination of independent study of theoretical materials with active practical work in the classroom. The purpose of the research is to substantiate the effectiveness of the flipped classroom technology in forming professional competencies of future biology teachers and to analyze the dynamics of changes in students’ learning activities. The methodological framework includes an experimental study involving biology students, as well as methods of pedagogical observation, diagnostic testing, questionnaires, and comparative analysis. The findings indicate a significant increase in all types of professional competencies among students in the experimental group compared to the control group. A marked improvement was observed in students’ independence, research activity, ability to formulate questions, participation in discussions, and the use of digital tools. The data demonstrate that the flipped classroom model transforms the nature of learning activities, stimulating the development of critical thinking, reflection, and practice-oriented skills. The practical significance of the study lies in the development of a competence model for future biology teachers adapted to the flipped classroom environment, as well as methodological recommendations for its implementation in higher pedagogical education. The results can be applied in teacher training programs, academic courses, digital platforms, and professional development institutions.

The COVID-19 pandemic accelerated the adoption of innovative pedagogies globally, including in Bhutan, where the flipped classroom approach has emerged as a promising model for technology-enhanced learning. This mixed-methods study examined students’ perceptions, engagement, and challenges related to the flipped classroom among Grades VIII to X students at Punakha Central School. Data were collected through surveys (n = 170) and follow-up interviews with 10 purposively selected students. Findings revealed moderate acceptance and high neutrality, indicating that while students valued the flexibility, visual support, and collaborative opportunities offered by the flipped classroom (FC), they continued to prefer traditional face-to-face instruction for clearer understanding and teacher interaction. Challenges included limited teacher readiness, inconsistent digital resource quality, unequal access to technology, and distractions from mobile use. Despite these barriers, the flipped classroom was found to enhance students’ technological skills, self-directed learning, and participation when effectively implemented. The study concludes that the flipped classroom remains a developing yet viable pedagogical model within the Bhutanese context. To optimise its potential, systematic teacher training, structured digital content, and blended learning integration are essential. These findings offer practical implications for advancing digital pedagogy and fostering learner-centred approaches in Bhutanese secondary education.

This community service activity was conducted to optimize English language learning through the implementation of the Flipped Classroom model for students of SMP IT Imam Syafi’i 2 Pekanbaru, Riau, Indonesia. The activity aimed to enhance students’ learning engagement, autonomy, and comprehension in English through a student-centered instructional approach. The program was implemented in three stages: preparation, implementation, and evaluation. Learning materials in the form of instructional videos and digital resources were provided prior to classroom meetings to enable students to study independently. Face-to-face sessions were then devoted to interactive discussions, collaborative tasks, and communicative practice to reinforce students’ understanding and language skills. The outcomes of the program indicated increased student participation, improved motivation, and better mastery of English materials. The Flipped Classroom model contributed to creating a more active and meaningful learning environment. Therefore, this community service initiative demonstrates that the Flipped Classroom approach can serve as an effective instructional strategy to support English language learning at the junior high school level

Abstract Outcome‐based education (OBE) concept was adopted in different courses. Two‐hundred university students majored in business administration in a Chinese private university participated in the research. Among them, 44 students did an online questionnaire and 174 students responded to an online questionnaire. In this study, a quasi‐experiment was adopted. The purpose of the research was to explore a better learning approach which targeted business students and make a curriculum plan of Marketing Course based on OBE concept. The innovation of this study lies in breaking down the design of a group integrated marketing plan project into small projects for each class and integrating them into a flipped classroom throughout the whole semester. This study took into account students' different abilities and tailored teaching approaches.

Background: The flipped classroom model is an innovative teaching-learning approach that shifts content delivery outside the classroom and utilizes class time for active, student-centered learning. Evidence regarding its effectiveness in Indian undergraduate medical education remains limited.Objectives: The objective of the study was to compare the effectiveness of the flipped classroom with traditional teaching methods and to assess students’ perceptions of the flipped classroom approach among third-phase MBBS students.Methods: An educational interventional study was conducted among third-phase MBBS students using flipped classroom and traditional teaching methods. A total of 120 students participated in the study, generating 220 learning observations across two crossover teaching sessions. Knowledge gain was assessed using pre-test and post-test multiple-choice questionnaires. Students’ perceptions of the flipped classroom were evaluated using a validated five-point Likert scale questionnaire. Statistical analysis included paired and independent t-tests, with effect size calculated using Cohen’s d.Results: Students exposed to the flipped classroom demonstrated significantly greater improvement in post-test scores compared to those taught using traditional methods, with a large effect size. Perception analysis revealed positive student attitudes toward the flipped classroom, particularly with respect to engagement, self-paced learning, and improved conceptual understanding.Conclusion: The flipped classroom approach was more effective than traditional teaching methods in enhancing academic performance and was positively perceived by undergraduate medical students. Its integration into routine medical teaching may improve learning outcomes and support competency-based medical education.