Students' Achievement and Perceptions of a Flipped Classroom Model in Neuroanatomy Learning: A Single-Group Post-Test Study

Background: Traditional lecture-based methods often struggle to address the complexity of neuroanatomy education. This study evaluates the effectiveness of a flipped classroom model integrated with small-group collaboration for teaching neuroanatomy to medical students.Methods: A single-group post-test study with a historical control group was conducted. The intervention group (n=۹۵) participated in a flipped classroom model comprising pre-class video learning, small-group collaborative activities during practical sessions, and instructor-led summarization. The historical control group (n=۸۷) received traditional instruction. Outcomes were assessed through mid-term examination scores and a mixed-methods survey measuring student perceptions and satisfaction.Results: The intervention group demonstrated significantly higher mid-term examination scores compared to the control group (Mean=۱۸.۱ vs. ۱۶.۲, p=۰.۰۰۰۱۵), compared to the control. Student satisfaction was high (overall M=۴.۴۲/۵, SD=۰.۶۱), with ۹۴% of students recommending the method for other practical courses. Qualitative analysis revealed three key themes: enhanced collaborative learning, improved preparation and engagement, and a positive learning atmosphere.Conclusion: The flipped classroom model with small-group collaboration significantly improves academic achievement and student satisfaction in neuroanatomy education. This approach addresses challenges in teaching complex anatomical subjects and is recommended for implementation in other practical-based medical courses.Keywords: Flipped Classroom, Neuroanatomy Education, Medical Students, Small-Group Learning, Academic Achievement, Student Satisfaction