Background
The flipped-classroom (FC) model, prominent in health-professions education, is based on effective out-of-class preparation or pre-work to maximize in-class learning. The faculty estimates the time needed to complete the pre-work materials, but it is unclear whether these estimates accurately reflect students’ actual effort or the variability within cohorts. Balancing prescribed pre-work with the reality of post-session study—including review and external resources—remains challenging. The true extent of time students invest in both phases is not well understood.

Objective
To compare faculty estimates with students’ self-reported time spent on (1) pre-work and (2) post-session study across five first-year pre-clerkship foundational science courses.

Methods
Course evaluation data from two cohorts (2023-2025) were analyzed for five pre-clerkship foundational science courses, with an average of 35±6 respondents/course. The faculty provided video and reading resources and estimated a standard pre-workload of 12 hrs/week. Students reported actual hours spent on both pre-work and post-session study, offering narrative feedback.

Results
For pre-work, 23% of students spent 10–14 hrs/week, 15% spent <9 hrs, and 62% spent ≥15 hrs—suggesting the majority exceeded faculty estimates. For post-work consolidation, 12% spent <2 hrs, 21% spent 3–4 hrs, and 67% spent ≥5 hrs/week.

Conclusions
Most students commit more time than anticipated to pre-work and post-work study. Feedback reflects the need for better alignment between pre-work and learning objectives, and improved resource quality. Heavy post-work may delay the completion of subsequent pre-work, the prescribed preparatory resources may not meet student needs, and students may be incorporating extracurricular outside resources into what they regard as curricular post-work. Future research should map alignment among pre-work, in-class activities, and post-session work to optimize workloads and outcomes in FC curricula.