Aim of education is changing from teaching facts to helping students to learn how to find relevant information, how to assess it and organize that into a cohesive whole. Student centred learning is finding support in physiological sciences. So, to enhance better understanding and in-depth learning by students flipped classroom is introduced as complimentary teaching learning method to didactic lectures. The purpose of this study was to study use of flipped classroom as teaching learning method in Physiology. Study was conducted in 142 Phase I MBBS students. Four Physiology topics from same system with equal difficulty were selected for study. Two of these were taught by traditional didactic way and remaining two topics were taught in flipped classes. Students perception with more than 75% students responding as agree and strongly agree option of five-point Likert scale was considered as positive outcome. Students understanding and in-depth learning was assessed with MCQ test score. Flipped classes helped 91% of students in self-motivation and active participation, 94% of students to achieve in depth learning and 92% of students for increased overall understanding of the topic. Also, 83% students found it more interactive. In objective MCQ test, 82% students got more than 75% scores for flipped classroom topics in contrast to only 18% students for topics taught as didactic lectures. To conclude, students were more satisfied with approach and in-depth learning was improved. At least some topics should be taught with flipped class strategy as supplementary teaching learning method.
Key words: Active participation, Flipped classroom, In-depth learning, Teaching learning method
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