ABSTRACT
Background and Objectives of the Study@#The study aimed to determine the effectiveness of combining flipped classroom on pulmonary ultrasound instruction in first-year medical students with traditional classroom-based instruction and compared it to traditional classroom-based instruction alone. The insights of the teachers and the students on the implementation of both interventions were also evaluated.@*Research Methodology@#This is a mixed qualitative (concurrent triangulated) and quantitative research. Baseline procedural knowledge and skills of a total of 282 students on the lung ultrasound scanning using pre-test 20-item summative test, multiple-choice question type of examination, and a pre-test narrative test on lung ultrasound were obtained. A postintervention summative assessment and narrative test were administered. Statistical analyses were done to compare the scores. A thematic analysis was done to evaluate the responses to the survey.@*Results@#138 students were randomly assigned to the classroom-based instruction group, while 144 students in the combined flipped and classroombased instruction group. The number of students who passed the summative (MCQ) test and were given flipped classroom and classroom-based instruction increased (6.3% to 79.9%; p<0.001) and the number of students given classroom-based instruction only, significantly increased (4.3% to 79.9%; p<0.001). The nu mber of students who passed the narrative test and were given flipped classroom and classroombased instructions increased (2.1% to 84.0%; p<0.001) and the number of students given the classroom-based instruction only, also significantly increased (3.6% to 84.2%; p<0.001). The students appreciated the classroom-based instruction because of the knowledgeable facilitators, the very concise approach, that is understandable and done in real-time. In addition, the flipped classroom was likewise helpful and a good introduction before the classroom-based instruction. The facilitators have noticed that the ease in instruction was influenced by the student’s enthusiasm and willingness to learn.@*Conclusion@#Flipped classroom in addition to classroom-based instruction, and classroom based instruction were effective in teaching pulmonary ultrasound to First-year medical students.