• Fadwa Tahir, Bayan Hafiz, Taghreed Alnajjar, Bayan Almehmadi, Bayan Besharah, Abdulrahim Gari, and Yasir Katib.
• Dr. Fadwa Tahir, FRCS Canada., Assistant Professor, Department of Obstetrics and Gynecology, Faculty of Medicine, Umm Al-Qura University, Makkah, Saudi Arabia.
• Pak J Med Sci. 2020 Jul 1; 36 (5): 958964958-964.

ObjectivesThis study aims to compare the students' performance in Obstetrics and Gynecology by using two teaching modalities, i.e., Flip the classroom (FTC) compared to Traditional lectures (TL) among final year medical students and assessment of the students' satisfaction towards FTC as learning modality.MethodsAn educational interventional study was conducted on 136 females final year medical students at Umm Al-Qura University, Makkah, Saudi Arabia from September to December; 2017. Out of 40 core topics of Obstetrics and Gynecology, eight were chosen for FTC and eight for TL. The performance in each teaching modality was assessed by comparing the score of the students in multiple choice question (MCQ) and objective structured clinical examination (OSCE) in the final examination. The final performance was compared between the FTC and TL selected topics. The data was analyzed by using SPSS version 16 (SPSS Inc., Chicago, IL, USA).ResultsMCQ and OSCE grades of students (n=136) were significantly higher in FTC versus TL topics, i.e., mean ± standard deviation (13.4 ± 2.7 vs. 12.3 ± 2.4; p < 0.001) and (33.9 ± 4.3 vs. 30.4 ± 4.7; p < 0.001), respectively. Almost 60% of the students expressed their satisfaction with FTC modality.ConclusionScores were significantly high for Flip the classroom topics compared to Traditional lectures.Copyright: © Pakistan Journal of Medical Sciences.

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