Background: The integration of digital technologies into medical education has necessitated a shift toward student-centered pedagogical models. This study aimed to evaluate the impact of a multi-platform flipped classroom (FC) model on academic achievement, student engagement, and satisfaction within a practical microbiology course.
Methods: A retrospective cohort study was conducted involving 70 medical laboratory students at Mashhad University of Medical Sciences. The cohorts were divided into a traditional group (n=35; year 2024) and an FC group (n=35; year 2025). The FC group engaged in asynchronous pre-class preparation via instructional videos and digital resources, reinforced by mandatory introductory quizzes, while synchronous lab time was dedicated to interactive manual techniques. Data were collected using final academic grades and a validated 6-item Likert scale questionnaire. Statistical analysis was performed using independent T-tests.
Results: Although the FC group achieved a slightly higher mean grade (17.06 ± 2.66) compared to the traditional group (16.89 ± 1.95), the difference was not statistically significant (P = 0.76). However, the FC model yielded a profound increase in student satisfaction (4.86 ± 0.4 vs. 3.70 ± 0.90; P < 0.001) and active engagement (4.67 ± 0.52 vs. 3.25 ± 0.88; P < 0.001). Notably, class participation scores experienced an 87% surge in the flipped cohort.
Conclusions: While the flipped classroom model did not significantly alter raw academic scores, it fundamentally enhanced the educational environment by fostering superior student engagement and satisfaction. This model represents a robust alternative for practical laboratory instruction in the digital era.