Perception of University Students about the Use of Flipped Classroom in Active Learning

Abstract

Higher education faces challenges stemming from technological advances and social changes, requiring adaptive pedagogical models such as the flipped classroom, especially in demanding areas such as medicine. This study aimed to evaluate student perceptions of the flipped classroom in medical learning, considering technological integration and its academic impact. This is a descriptive, observational, and cross-sectional study using a sample of 63 second-semester Medical and Surgery students at the Autonomous University of Tamaulipas, Mexico. A structured questionnaire was administered on perceptions of online modules, class interaction, and collaborative work. The results indicate a positive perception of digital materials and interactive dynamics; however, they highlight challenges such as initial resistance to change and limitations in technological infrastructure. The majority reported active participation in in-person activities, highlighting the importance of integrating theory and practice to promote meaningful learning. It is concluded that the flipped classroom has great potential to optimize medical education when implemented with student needs in mind and accompanied by strategies aimed at academic well-being and adequate technological support. These findings suggest the relevance of continually adjusting this educational model to maximize its effectiveness in specific academic contexts.