Comparison of Flipped vs Traditional Classroom Teaching for Primary Surgical Skills in Postgraduate Surgical Trainees

Plain-language summary

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.

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