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Purpose <p>To evaluate the impact of successive improvements (unlimited access to content through a single platform, video duration shortening, in-class gamification) on the flipped classroom model across three consecutive years of a <i>Neurosurgery</i> course for medical students by measuring academic achievement, engagement, and student satisfaction.</p> Methods <p>A quasi-experimental study was conducted during three consecutive academic courses. The traditional lecture was the pedagogic method employed in three academic units, whereas the fourth academic unit of the Medical School used the flipped classroom. The impact on learning was assessed through a final exam. Students' participation in various activities was registered via online platforms, and satisfaction with the flipped classroom was evaluated using a Likert-scale survey.</p> Results <p>722 students participated in the study. There were no significant differences in dropout rates between the two arms (flipped classroom vs. traditional). Academic results in the specific area of Neurosurgery were significantly better with the flipped classroom methodology than with the traditional lecture, with an average of 1 correct answer more (19.2 vs. 18.2; T-student test, <i>p</i> = 0.009) and 1.2 points higher in the adjusted final exam score (18.1 vs. 16.9; T-student test, <i>p</i> = 0.005). Participation was lower in 2023/24 despite the adjustments introduced over the years. A positive but weak correlation was observed between the percentage of video viewing and the final exam grade. According to the satisfaction survey, the most highly rated activity was the clinical cases selected for in-class work, followed by the questionnaires. On the contrary, the video-based lectures were the most demanding activities.</p> Conclusions <p>The study offers a unique perspective on how continuous optimization can enhance student engagement, satisfaction, and academic achievement using the flipped classroom methodology in undergraduate Neurosurgery students. The results consolidate the methodology over traditional lectures and have practical applicability for medical education.</p>

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Strengthening medical education through the flipped classroom: evidence from a three-year quasi-experimental study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月15日

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  • Raquel Gutiérrez-González,
  • Alvaro Zamarron,
  • Ana Royuela

摘要

Purpose

To evaluate the impact of successive improvements (unlimited access to content through a single platform, video duration shortening, in-class gamification) on the flipped classroom model across three consecutive years of a Neurosurgery course for medical students by measuring academic achievement, engagement, and student satisfaction.

Methods

A quasi-experimental study was conducted during three consecutive academic courses. The traditional lecture was the pedagogic method employed in three academic units, whereas the fourth academic unit of the Medical School used the flipped classroom. The impact on learning was assessed through a final exam. Students' participation in various activities was registered via online platforms, and satisfaction with the flipped classroom was evaluated using a Likert-scale survey.

Results

722 students participated in the study. There were no significant differences in dropout rates between the two arms (flipped classroom vs. traditional). Academic results in the specific area of Neurosurgery were significantly better with the flipped classroom methodology than with the traditional lecture, with an average of 1 correct answer more (19.2 vs. 18.2; T-student test, p = 0.009) and 1.2 points higher in the adjusted final exam score (18.1 vs. 16.9; T-student test, p = 0.005). Participation was lower in 2023/24 despite the adjustments introduced over the years. A positive but weak correlation was observed between the percentage of video viewing and the final exam grade. According to the satisfaction survey, the most highly rated activity was the clinical cases selected for in-class work, followed by the questionnaires. On the contrary, the video-based lectures were the most demanding activities.

Conclusions

The study offers a unique perspective on how continuous optimization can enhance student engagement, satisfaction, and academic achievement using the flipped classroom methodology in undergraduate Neurosurgery students. The results consolidate the methodology over traditional lectures and have practical applicability for medical education.