Rethinking flipped classroom in forensic medicine: a content-sensitive approach to self-directed learning in CBME

Abstract

Introduction: Competency-Based Medical Education (CBME) emphasises the development of the Indian Medical Graduate as a lifelong learner too which can be achieved by Self-directed learning (SDL) explicitly allocated dedicated curricular time. However, SDL is often misinterpreted as unguided self-study, with limited clarity regarding its structured implementation. If SDL is intended to foster lifelong learning, the role of the teacher, assessment strategies, and topic selection become critical. Evidence remains limited on when, how, and for which types of content SDL approaches are most effective. Flipped classroom is one of the ways to achieve the goal of conducting SDL in undergraduate medical education.Objective: To compare the learning outcomes, to assess the knowledge retention between flipped classroom and conventional lecture methods, and to explore undergraduate students’ perceptions of flipped classroom as an approach to facilitate self-directed learning in Forensic MedicineMethods: A comparative teaching intervention was conducted among undergraduate medical students, with the same instructor delivering selected topics using conventional lectures and flipped classroom methods. The flipped model utilised curated learning resources provided prior to class. During the dedicated SDL hours for flipped classroom batches the pre-learned contents were discussed and clarified. Learning outcomes were assessed using recall-based MCQs and learner perceptions were collected at the end of each session.Results: The flipped classroom approach demonstrated improved knowledge retention and was positively perceived by students compared to conventional lectures like other studies have showed. However, its effectiveness appeared to be content-dependent in this study. While flipped classroom was advantageous for standalone and conceptually accessible topics, conventional lectures performed better for recall-intensive and medico-legal content. In addition, conducting SDL through the flipped model requires substantial faculty preparation and may be less suitable for some topics. These findings support a selective and context-sensitive integration of SDL though flipped classroom within CBME rather than its uniform application.Conclusion: SDL should not be equated with independent learning in isolation; rather, dedicated SDL time implies structured guidance, accountability, and assessment. The effectiveness of SDL through flipped classroom appears to be content-dependent. These findings highlight that lifelong learning must be actively cultivated through appropriate instructional design and integration aligning more closely with CBME goals rather than assumed.