Introduction. The development of information technologies in education has enabled the introduction of new teaching approaches, among which the Flipped classroom (FC) model has gained increasing attention. The FC model has emerged as a student-centered approach that promotes active learning in medical education. The
aim of this study was to examine students’ perceptions of the FC implementation in medical education.
Method. A cross-sectional study was conducted on a sample of 63 third-year medical students at the Faculty of Medicine in Foča. Data were collected through an anonymous online questionnaire distributed via the Moodle platform, consisting of six domains and a total of 31 statements.
Results. Students expressed generally positive attitudes toward the FC model: over 50% provided positive responses, about one-third were neutral. The highest average scores were related to learning independence
(x̄ = 3.84) and preparedness and motivation for classes (x̄ = 3.79). No statistically significant differences were
found between male and female students’ attitudes, while students with a higher-grade point average (≥ 8.50) showed significantly more favorable attitudes in the domains of overall attitudes (p = 0.036) and communication (p = 0.013). Logistic regression analysis indicated that the communication domain was a significant predictor of belonging to the group with higher academic achievement (p = 0.020).
Conclusion. The results indicate that medical students perceive the FC positively and recognize its contribution
to better motivation, independence, and interactivity in the learning process. These findings may serve as a basis for further research on the impact of this model on academic outcomes and for a deeper understanding of students’ perceptions of modern learning approaches in medical education.
