COMPARING THE EFFECTIVENESS OF PROBLEM-BASED LEARNING AND FLIPPED CLASSROOM MODELS IN ENHANCING CRITICAL THINKING AMONG MEDICAL STUDENTS

Abstract

Objective: To compare the effectiveness of Problem-Based Learning and Flipped Classroom models in enhancing critical thinking among third-year medical students. Methods: This quasi-experimental study was conducted at a private medical college in Rawalpindi, Pakistan, from March to May 2025. A purposive sample of 120 third-year MBBS students was divided into two equal groups: PBL and FC. Both groups received instruction using the same clinical content delivered through different pedagogical approaches. Critical thinking was assessed using the California Critical Thinking Skills Test (CCTST) before and after a four-week instructional period. Descriptive statistics, paired sample t-tests, and independent sample t-tests were used for data analysis using SPSS version 25, with a significance level set at p < 0.05. Results: Students in the PBL group demonstrated significantly higher post-intervention critical thinking scores (M = 49.84, SD = 13.42) compared to their pre-test scores (M = 37.44, SD = 6.86; t = -4.571, p = .000). Similarly, the FC group showed a significant increase (pre-test M = 29.04, SD = 7.40; post-test M = 36.72, SD = 9.58; t = -5.136, p = .000). However, PBL yielded greater cognitive gains and higher engagement across participation indicators including class discussion, assignments, and presentations. Conclusion: Both PBL and FC approaches significantly enhanced students’ critical thinking, but PBL proved to be more effective. The interactive and problem-solving nature of PBL likely contributed to deeper cognitive engagement and skill development. These findings support the broader integration of PBL in medical curricula and suggest that blended models could optimize critical thinking outcomes.