Efficacy of Flipped Classroom and Didactic Lecture Approaches in Undergraduate Respiratory Medicine Education.

This study used a mixed-methods design, analyzing quantitative pre- and post-assessment scores alongside qualitative student feedback. Undergraduate students in Respiratory Medicine were randomly assigned to either the Flipped Classroom or Didactic Lecture groups. The study compares the effectiveness and perceived impact of the Flipped Classroom versus Didactic Lecture approaches in Undergraduate Respiratory Medicine Education. The Flipped Classroom group showed significantly higher post-assessment scores and positive feedback, highlighting increased engagement, collaborative learning, and self-directed study. The study supports the effectiveness of the Flipped Classroom over traditional lectures, emphasizing active student involvement and personalized learning in Respiratory Medicine education.