Evaluation of Students’ Feedback Towards Flipped Classroom in Simulation based learning

Background of the study: In recent years, the flipped classroom (FC) method has been integrated into undergraduate medical curricula. Studies have shown that FC enhances students’ critical thinking, clinical decision-making skills, and satisfaction, while also promoting collaborative learning. However, there is a lack of clear empirical evidence regarding the effectiveness of FC in developing clinical skills. Furthermore, not many research has yet investigated the impact of combining FC with simulated learning on clinical skills Objective To evaluate feedback of students towards implementation of flipped classroom in simulation training in undergraduate skills lab. Study Design: A descriptive cross-sectional study Study Setting : Dow Medical College, DUHS, Karachi Participants : This study was conducted on undergraduate MBBS students of Dow Medical College, DUHS, Karachi by using post simulation training survey form. Sample size : Sample size was calculated online by openEpi (http://www.openepi.com/SampleSize/SSPropor.htm). As the percent of attitude of undergraduate medical students towards FC with simulation was definitely unknown, we assumed that at 50% of them had positive response towards it and the worst acceptable level was 45%. The required sample size was about 197 at 95% confidence level. Thus, the final sample size was 200. Data Analysis: Statistical Package for the Social Science (SPSS) was used to analyze the data. Descriptive statistics, including frequencies, percentages, means, and standard deviations, were used to summarize students’ responses. Results Among 200 students, over 90% agreed that pre-class materials were clear and useful. In-class feedback was most favorable, with more than 95% reporting sessions were well organized, facilitators supportive, and hands-on practice helpful. Overall, over 95% considered the flipped classroom effective and preferred it to traditional lectures. Limitations : This study was based only on students’ opinions, which may be influenced by personal or social bias, and it did not measure actual knowledge or skills gained. Also, as it was done in a single institution and at one point in time, the results may not apply everywhere and do not show long-term effects on learning. Conclusion The flipped classroom in simulation-based learning was well received and viewed as effective in improving preparation, engagement, and skill development, making it a strong alternative to traditional teaching.