Flipped Classroom in Medical Education: Degree of Satisfaction from the Students’ Perspective

Abstract

Introduction: The flipped classroom methodology has been implemented in medical education to promote active learning and autonomy, shifting theoretical study outside the classroom and reserving in-class time for practical activities. This study describes the experience and satisfaction of medical students at the National University of Asunción with this teaching strategy.

Materials and Methods: An observational, descriptive, and cross-sectional study was conducted with a sample of 352 medical students. Data on experience, satisfaction, and perception of the flipped classroom were collected through a Google Forms surveys. The data were statistically analyzed in Excel and presented in graphs.

Results: Of the participants, 92% had experience with flipped classrooms; however, only 9.3% reported satisfaction with the methodology. Additionally, 68.8% skipped classes because of the flipped format, and 77.8% perceived time in these classes as inefficient. Although 47.5% observed improvements in communication skills, 57.4% found the resources for presentation preparation inadequate. Furthermore, only 7% showed interest in expanding this strategy to other subjects.

Conclusion: Student experiences with the flipped classroom were negative. Factors such as insufficient resources, lack of motivation, and high academic workload influenced the low acceptance of this methodology. These findings highlight key areas that could be reviewed to optimise the implementation of this educational strategy in medical training.