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Flipping the classroom involves delivering video material - or alternatives such as print materials or audio recordings - prior to a lecture/ class session. The session is then dedicated to active learning. Our study evaluated this format during the teaching of rheumatology to third year medical students. Students were sent relevant video materials before the lecture sessions. During the sessions they were divided into groups and engaged in patient scenario problem solving. Each group was provided with 'A to E' response cards in order to answer SBA questions relevant to the patient problem. 87/106 students evaluated this format via a strongly disagree (1) to strongly agree (5) Likert scale and provided mean scores of 3.7 to 4.1 for statements allied to better understanding, preparedness, peer and teacher interaction, peer to peer problem solving, motivation, usefulness, achievement of learning outcomes and a desire for future classes to be delivered in this way. Qualitatively, students commented that this format allowed for active engagement, discussion, consolidation of knowledge, immediate feedback, application of theory to real life patient problems and the ability to watch and revisit the video material as necessary. Potential downsides included the lack of an electronic voting system, the perceived heavy workload and that this form of interaction may not be best suited to East Asians. The flipped classroom allows for worthwhile reflection of clinical knowledge and subsequent application. The findings from this initial study are encouraging and we plan to continue work on evaluating this format alongside other forms of delivery. [ABSTRACT FROM AUTHOR]