Comparison of Flipped vs Traditional Classroom Teaching for Primary Surgical Skills in Postgraduate Surgical Trainees
Enrolling by invitation · Not applicable
Conditions studied: FLIPPED CLASSROOM METHODS, Traditional Classroom-Based Learning, Surgical Skill Training
In brief
The aim of this study is to evaluate the effectiveness of the flipped classroom approach in improving the surgical skills of MS Surgery and allied specialty trainees compared with the traditional classroom method. Traditional classroom teaching relies on face-to-face lectures, demonstrations, textbooks, and classroom discussions. Although it facilitates direct interaction between faculty and trainees, recent advances in educational technology have emphasized the need for learner-centered approaches that promote active learning, critical thinking, and practical skill development. The flipped classroom is an instructional model in which trainees study theoretical content before class using videos, reading materials, and other online resources. Classroom time is then used for interactive discussions, case-based learning, simulation, hands-on practice, and instructor feedback. This approach encourages self-directed learning while allowing faculty to focus on reinforcing concepts and developing clinical and technical skills. Although the flipped classroom has shown promising results in undergraduate medical education, evidence regarding its effectiveness in postgraduate surgical training remains limited, particularly in low- and middle-income countries. Surgical education requires the integration of theoretical knowledge, technical competence, clinical decision-making, and teamwork. Evaluating innovative teaching strategies in this context may improve training quality and optimize available educational resources. This randomized controlled trial will include 92 MS Surgery and allied specialty trainees from Services Hospital and Jinnah Hospital, Lahore. Participants will be randomly allocated to either the traditional classroom or flipped classroom group. Both groups will receive instruction on identical surgical topics and practical skills from the same faculty using standardized learning objectives. Outcomes will be assessed through a standardized 10-station Objective Structured Clinical Examination (OSCE). Data will be analyzed using SPSS version 23. Descriptive statistics will summarize participant characteristics, while paired and independent t-tests will compare performance within and between groups. Statistical significance will be set at p ≤ 0.05 with a 95% confidence interval. The findings will provide evidence on the effectiveness of the flipped classroom in postgraduate surgical education and may support its incorporation into surgical training curricula to enhance trainee competence and clinical preparedness.
Key facts
- Study ID
- NCT07729176
- Run by
- University of Health Sciences Lahore
- People needed
- 92
- Starts
- 2025-12-05
- Expected to finish
- 2026-12-05
- Last updated by the study team
- 2026-07-27
Who can join
Age: any. Sex: any. Healthy volunteers: accepted.
You may not qualify if…
- Trainees who have completed more than one year of MS surgical training or are beyond the 1st year level.
- Trainees who have previously attended any workshop, course, or formal training specifically targeting primary surgical skills.
- Trainees currently involved in other interventional studies or educational programs that may confound the outcomes of this study.
- Trainees unwilling or unable to provide informed consent or commit to the full duration of the study.
- Trainees with any medical condition or disability that could compromise their ability to safely perform surgical tasks or participate in the OSCE evaluation.
- Trainees who miss more than 20% of scheduled training sessions during the 8-week period.
Where it is running
- Jinnah Hospital Lahore — Lahore, Punjab Province, Pakistan
- Services hospital lahore — Lahore, Punjab Province, Pakistan
Full record on ClinicalTrials.gov
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