Analysis of Personality Traits and Feedback on Video-Based Flipped Classroom versus Traditional Teaching during Clinical Presentation among Clinical-Year Medical Students at a Medical College in Nepal: A mixed method study
Abstract
Abstract Background Medical curricula are increasingly adopting video-based flipped classroom teaching, yet how students of the current generation experience this transition and how their personality traits align with their preferences remain under-explored in Nepal. This study analyzed medical students’ feedback on video-based flipped classroom (VBFC) versus traditional teaching (TT) during clinical presentation sessions and described the predominant personality traits of the cohort. Methods A multi-method pilot study was conducted among clinical-year medical students at Patan Academy of Health Sciences from November 2025 to April 2026. Students completed an online pro forma containing open-ended feedback questions on both teaching methods, a preference item, and the Big Five Inventory-10 (BFI-10). Qualitative responses underwent thematic analysis using Colaizzi’s method and sentiment classification; BFI-10 scores were used to determine trait means and predominant traits. Results Sixty-three students responded; 62 provided analyzable feedback. Positive sentiment was observed in 54 (87.1%) students for VBFC and 31 (50.0%) for TT. There were 54 (87.1%) students who preferred the VBFC teaching. Self-paced, repeatable learning; embedded quizzes that sustain attention; pre-class preparedness that enriches discussion; and audio-visual clarity were preferred by students for VBFC. Traditional teaching was valued for immediate two-way interaction. Agreeableness was the predominant…
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