Flipped classroom as a complementary tool for the teaching-learning process of the Krebs cycle and respiratory chain

Over time, traditional teaching methods were consolidated with the professor as the central figure of knowledge. However, research shows that successful learning requires more than just listening. In this sense, the flipped classroom is a type of active methodology that makes the student the protagonist of his learning. Therefore, this work aims to demonstrate the application of the inverted classroom as an adequate methodology for a better understanding of biochemistry, demonstrating the benefits of its use within the field of biomedical areas. This methodology was applied in a medical course class at the Federal University of Bahia, to approach the theme "Krebs Cycle and Respiratory Chain". The class was divided into groups for the presentation of the ludic instruments and then a questionnaire was applied individually at the end of the meeting. It could be observed that this approach strategy provided greater learning, as 59.5% of the students classified the active methodology as excellent and 56.8% declared the maximum grade in their own participation in the work. In addition, it was found that this methodology can stimulate critical thinking, conflict resolution, interaction with colleagues and active participation of the individual in the search for knowledge, which are important characteristics for the student during medical training.