Background and objectives: The flipped classroom help to connect the subject to clinical situations and make learning engaging for the students [1, 15, 16]. The flipped classroom uses technology-enhanced pre-class learning to transmit knowledge, incorporating in class interaction to enhance higher cognitive learning [4, 18]. The aim of our study was to introduce flipped classroom as a new learning method for making teaching sessions more engaging and interesting. Materials and Methods: The current study was carried out at rural based tertiary care medical institute SBKSMI&RC, Vadodara for a period of 6 months. All 149 students of second MBBS in our medical college participated. In the present study, we compared conventional teaching method with newer teaching approach flipped classroom. Feedback from students and teachers was evaluated through online questionnaire. Results: Out of total 149, 100 students gave feedback, out of which 92 students liked flipped classroom while 8 students were in favor of didactic lectures. In the tests conducted after the conventional teaching in some competencies and tests after flipped classroom approach in selected competencies the difference in outcome showed no statistical significance (p value=0.3105). Conclusion: Flipped classroom is promising but improved format and longitudinal studies are needed to further evaluate this pedagogical method