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Khoshdel A, baghcheghi N, Koohestani H, Birjandi M. Comparison of the Impact of Teaching Hormone Biochemistry Using Two Methods: Flipped Classroom and Traditional Lecture on Learning in Medical Students. mededj 2026; 15
URL: http://mededj.ir/article-1-576-en.html
URL: http://mededj.ir/article-1-576-en.html
Department of Medical Education, Saveh University of Medical Sciences, Saveh, Iran.
Abstract: (14 Views)
Background and Objective: Although traditional teaching methods such as lecturing remain the most prevalent instructional approach in universities, they face numerous challenges regarding active learner engagement. The flipped classroom, as a student-centered learning strategy, reverses the conventional teaching process and facilitates deeper learning. This study aimed to compare the effect of teaching biochemistry of hormones topics through two methods—flipped classroom and traditional lecture—on the learning outcomes of medical students at Semnan University of Medical Sciences.
Methods: This quasi-experimental crossover study was conducted in 2024 on 60 medical students. Half of the sessions of the one-unit biochemistry-hormone course were taught using the traditional lecture method, while the other half employed the flipped classroom approach. Learning levels were assessed using a researcher-made multiple-choice test (score range: 0–20). Data obtained from pre-test and post-test assessments were analyzed using SPSS version 21.
Findings: The mean pre-test scores of the flipped classroom group (6.4 ± 3.09) and the lecture group (6.23 ± 3.51) showed no significant difference (P = 0.64). However, the mean post-test score of the flipped classroom group (15.46 ± 3.75) was significantly higher than that of the lecture group (11.96 ± 5.01) (P< 0.001).
Conclusions: The findings indicate that the flipped classroom teaching method significantly improves learning in biochemistry-hormone topics compared to the traditional method. Given the effectiveness of this approach, its integration into basic medical science education and organizing faculty development workshops for its implementation are recommended.
Methods: This quasi-experimental crossover study was conducted in 2024 on 60 medical students. Half of the sessions of the one-unit biochemistry-hormone course were taught using the traditional lecture method, while the other half employed the flipped classroom approach. Learning levels were assessed using a researcher-made multiple-choice test (score range: 0–20). Data obtained from pre-test and post-test assessments were analyzed using SPSS version 21.
Findings: The mean pre-test scores of the flipped classroom group (6.4 ± 3.09) and the lecture group (6.23 ± 3.51) showed no significant difference (P = 0.64). However, the mean post-test score of the flipped classroom group (15.46 ± 3.75) was significantly higher than that of the lecture group (11.96 ± 5.01) (P< 0.001).
Conclusions: The findings indicate that the flipped classroom teaching method significantly improves learning in biochemistry-hormone topics compared to the traditional method. Given the effectiveness of this approach, its integration into basic medical science education and organizing faculty development workshops for its implementation are recommended.
Type of Study: Research |
Subject:
General
Received: 2025/12/15 | Accepted: 2026/06/14 | Published: 2026/04/4
Received: 2025/12/15 | Accepted: 2026/06/14 | Published: 2026/04/4
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This work is licensed under a Creative Commons Attribution-NonCommercial (CC BY-NC)