The 21^st century medical students prefer interactive learning sessions than a passive mode of information sharing. In this perspective we tried to explore a scenario-based learning of Ophthalmology theory topics utilising Flipped Classroom techniques. In this cross-sectional study, we recruited 129 undergraduate students to collect their viewpoints to such technique through a survey questionnaire. Majority students preferred the techniques as it could help them understanding subject better & corelating better during clinical postings. Pre lecture assignment could help then to utilise resource at their own pace & could apply the prior knowledge to clinical scenario during lecture class.

Keywords: Innovative teaching, Scenario-based learning, Flipped classroom student’s perception.