• Hamza Mohammad Abdulghani, Kamran Sattar, Tauseef Ahmad, Dost Muhammad Halepoto, and Ashfaq Akram.
• Hamza Mohammad Abdulghani Department of Medical Education, College of Medicine, King Saud University, Riyadh, Saudi Arabia.
• Pak J Med Sci. 2022 Jan 1; 38 (1): 69-75.

Background And ObjectiveThe Flipped Classroom (FC) approach has become increasingly predominant and popular in medical education. This study aimed to explore the usefulness and the scope of FC based on medical students' experience, with their adaptation challenges.MethodsThe present study was a mixed-method accomplished during the academic years 2019-20, involving fourth-year students at the College of Medicine in Riyadh, Saudi Arabia. A self-administered questionnaire was used to seek their first experience and opinion of the FC.ResultsA total of 234 questionnaires were distributed to the students, and 214 students completed the survey (response rate of 91.45%). Out of this total, 68.2 % were males and 31.8% were females. Most of the students agreed 156 (72.9%) that the flipped classroom was more engaging than the traditional lecture, among them 100 (68.5%) males and 56 (82.3) females agreed. Almost ~79% of students liked FC as it enabled them knowing the material in advance, and the class time was spent clarifying the facts and principles with active interaction, as commented during focus group discussion "More chance for discussing with the doctors, and I got the chance to answer" (St. 6).ConclusionThe results showed that the students like the FC more than the conventional classroom. Suggestions were given by students to improve the active learning sessions within the FC modality.Copyright: © Pakistan Journal of Medical Sciences.

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