PURPOSE: Proficiency in gastrointestinal (GI) tract histology is
fundamental in medical education, yet traditional lectures may limit
engagement. This study introduces a flipped-classroom model for GI histology
in a first-year medical curriculum and evaluates student perceptions and exam
performance.
METHODS: Two 2-hour flipped-classroom sessions in GI histology were
implemented in November 2025. Before the first session, students completed an
11-question self-assessment with linked instructional videos. The session had
a pre-quiz at the beginning and included group activities and clinical
correlations. Preparation for the second session involved reviewing a
one-hour video of virtual microscopy slides, followed by interactive practice
questions and a post-quiz in the session. Attendance was voluntary, and
recordings were available afterwards to all students.
RESULTS: The average score on the pre-quiz (n= 40) was 41% and the average
on the post-quiz (n=13) was 98.5%. Pre- and post-surveys of students who
attended at least one session in-person are being collected. Thus far, 13 of
16 respondents (81.3%) agreed the flipped-classroom format was engaging and
12 (75%) agreed it helped them learn more effectively than a lecture. 9 of 13
(69.2%) open-ended responses recommended this format for the future.
Performance of all first-year students on the GI histopathology exam in
February 2026 will be compared to last year’s cohort taught with optional
traditional lectures by the same instructor.
CONCLUSION: Early findings suggest the flipped-classroom format in a
first-year medical student GI histology class is perceived as engaging and
effective by the majority of participants. Limitations include
non-randomization of attendance, which limits the sample size, and a
significant drop in attendance between sessions. However, this model highlights
the potential of flipped learning in histology education and may serve as a
pilot for broader evaluation.