Effectiveness of Flipped Classroom and Team-Based Learning in Teaching Biochemistry to Medical Students

  • Atteaya Zaman Federal Medical college, Islamabad Pakistan
  • Raheela Yasmeen Islamic International Medical College, Islamabad Pakistan
  • Lubna Rani Faysal Railway Hospital Rawalpindi Pakistan
  • Rafia Minhas Central Pak Medical College, Lahore Pakistan
  • Rizwan Taj Pakistan Institute of Medical Sciences, Islamabad
  • Saima Mumtaz Federal Medical college, Islamabad Pakistan
Keywords: Flipped classroom, Learning methods, Medical education, Team-based learning, Test scores


Objective: To compare the effectiveness of Team-based learning and flipped classrooms in terms of test scores in undergraduate medical education.

Study Design: Quasi-experimental study.

Place and Duration of Study: Federal Medical College, Islamabad Pakistan, from Mar to Jun 2020.

Methodology: A total of 100 first-year MBBS students were randomly equally allocated to either team-based learning or flipped classroom for biochemistry class. In the former technique, students were assigned a topic from the textbook as prereading material. In contrast, in the latter technique, they were given an audio-based power-point lecture before class. Then, students were asked to review the material and prepare at least three questions to ask during class in the flipped classroom while they followed a modified team-based learning class. In the first session, there were (n=43) and (n=39) students in the Team-based Learning and Flipped Classroom group, whereas in the second session, 40 students each attended class. However, in the third and fourth sessions, attendance was 100.0%. Each session was given pre and post-test based on 20 Multiple Choice Questions.

Results: Females were in the majority (57%), and most students (72%) were 17 years of age. Team-based learning scored better than Flipped Classroom in each session. For example, in session 1, the mean scores were 67.0 ± 10.4 in Team-Based Learning and 48.3 ± 8.4 in Flipped Classroom group (p-value <0.001). The difference in marks obtained continued in sessions 2, 3 and 4.

Conclusion: Team-Based Learning is more effective than Flipped classrooms in teaching biochemistry to medical students.


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How to Cite
Zaman, A., Yasmeen, R., Faysal, L., Minhas, R., Taj, R., & Mumtaz, S. (2022). Effectiveness of Flipped Classroom and Team-Based Learning in Teaching Biochemistry to Medical Students. Pakistan Armed Forces Medical Journal (PAFMJ), 72(3), 1018-22. https://doi.org/10.51253/pafmj.v72i3.7091
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