Faculty voices on flipped classrooms: Analysis of faculty reflective experiences of designing and implementing flipped classroom at a private medical college in Pakistan

Abstract

Objective: To explore the experiences and perspectives of medical faculty involved in designing and implementing flipped classroom through the lens of reflection in a private medical college in Pakistan.

Methodology: A constructivist qualitative exploratory study was conducted post-ethical approval at Islamic International Medical College (September–December 2025). Faculty who designed and implemented flipped classrooms were purposively sampled. Data from 20 faculty were collected via a validated, piloted open-ended reflective questionnaire. Responses were thematically analyzed in ATLAS.ti, with dual coding of initial transcripts and iterative refinement to ensure rigour.

Results: Analysis identified four themes. Faculty reported enhanced student engagement, responsibility, and higher-order learning, and found the approach rewarding. Challenges included initial uncertainty, student resistance, and inconsistent pre-class preparation. Implementation barriers were time constraints, logistical issues, and engaging shy or unmotivated learners. Suggested strategies included careful topic selection, structured pre-class materials, small-group and case-based activities, digital tools, clear guidance, and accountability measures to improve preparedness and participation.

Conclusion: Flipped classrooms can enhance learner engagement and higher-order thinking when supported by thoughtful design, student accountability, and institutional facilitation, highlighting the need for targeted faculty development and structured implementation strategies to optimize their educational impact.