Introduction: Flipped classroom is a pedagogical construct to engage students in the learning process by their active participation in contrast to passive learning through traditional lectures. The present study was designed to compare the efficacy of flipped classroom versus traditional lecture in training undergraduates in pediatric epilepsy

Methods: An open labeled, randomized controlled trial was conducted among the fifth semester medical undergraduate students. Students were imparted knowledge pertaining to pediatric epilepsy which was divided into part one (basics of seizure, epilepsy and epilepsy syndromes) and part two (investigation and management). Students were randomized to either of group A (n=30) or group B (n=30). Group A received part one as traditional lecture and part two as the flipped classroom. Group B received part one as flipped classroom and part two as a traditional lecture. Problem based pretest and posttest assessment was conducted separately for part one and part two. The difference in posttest and pretest scores was compared between two groups for each part.

Results: There was a significant increase in posttest scores when compared to pretest scores in both the groups. Mean difference in scores was comparable in both the groups for part one [3.3 (2.3) and 2.4 (2.1); p=0.16] and significantly higher in group A for part two [3.4 (2.1) and 1.3 (1.8); p<0.001].

Conclusion: Flipped classroom model resulted in better scores than the traditional teaching method for training undergraduates in pediatric epilepsy.