Background: The flipped classroom model (FCM) emphasizes a learner-centered approach that promotes active learning, enhances student engagement, and fosters meaningful educational experiences. This study aimed to evaluate the implementation of the FCM and identify essential conditions for its adoption in medical education.
Method: The prerequisites for implementing the flipped classroom were identified through a literature review and expert consultation, and an assessment tool was developed and validated. Two questionnaires and one checklist were used to assess student preparedness, teacher readiness, and technological infrastructure, respectively. The assessment items covered access and skills, motivation and participation, flexibility of instruction and content design, and software and hardware resources, and were scored using a five-point Likert scale. The survey included 250 medical students, 60 medical teachers, and 7 educational technology specialists from Mashhad Medical School.
Results: Three main domains of readiness for implementing the flipped classroom were identified: student preparedness, faculty preparation, and technological infrastructure. The mean scores for student preparedness, faculty preparation, and technology provision were 2.82±0.49 (70.5%), 3.56±0.16 (91%), and 3.00±0.58 (75%), respectively, all indicating a desirable level. Motivation (86%) and access to technology (82%) received the highest scores, whereas online skills (54%) and participation in online discussions (58%) received the lowest. Attention to individual learning and professional coaching had the highest faculty scores (90%). Software facilities (89%) were desirable, while hardware facilities (60.7%) were relatively desirable.
Conclusion: Successful implementation of the FCM in medical education depends on comprehensive readiness among both educators and students, along with reliable technological support. Addressing these prerequisites is essential to fully realize the benefits of this innovative teaching approach.