Abstract
Background: Due to the current passive type of traditional teaching methods leads to a lack of interest in the subject by students affects teaching-learning outcome. In the flipped classroom method, we provide prior handout/teaching material to students as well there is active participation of students by various interactive methods leads subject more interesting and chances of improving teaching learning outcome.

Aims and Objectives: The aim of the study was to compare flip classroom teaching method versus traditional classroom teaching method in undergraduate medical students as well evaluate feasibility to implement a flip method in our department.

Materials and Methods: After approval from the Institutional Ethical Committee, the study conducted in 130 undergraduate medical students in the Department of Physiology at GMERS Medical College, Gandhinagar between November 2017 and January 2018. Two Groups A and B having 65 students have taken pre-test (10 marks) followed by they have undergone Group A for flip method of topic composition and functions of sympathetic nervous system and Group B for traditional method of the same topic, Group B has undergone flip method for compositions and functions of parasympathetic nervous system and Group A for traditional method for the same topic. Post-test (10 Marks) has taken immediately after the intervention. Pre-validated structured feedback was taken both from students and from faculties in 5-point Likert’s scale questionnaires.

Results: After applying paired t-test it shows the flip classroom method is statistically significant (P < 0.05) than the traditional method in both Groups. Students feedback finding shows that flip method is more enjoyable, creates interest in the subject, while faculties feedback shows it requires more time, workforce, and resources.

Conclusion: Active intervention in the form of a flip classroom method improves teaching-learning outcome as well improves overall academic performance in students compared to traditional passive teaching-learning method.

Key words: Flip Classroom; Interventional Method; Physiology, Teaching-learning