capabilities of implementing flipped classroom teaching in kermanshah university of medical sciences

Background: the flipped classroom teaching method can lead to frustration and dissipation if the necessary conditions are not met. objectives: the present study aimed to evaluate the feasibility of implementing the flipped classroom teaching method at kermanshah university of medical sciences. methods: the study was conducted using a descriptive cross-sectional survey method. a sample of 120 professors with theoretical teaching experience was selected. the data collection tool was a researcher-made questionnaire, validated for construct and face validity. data analysis was performed using spss version 18 software, employing mean, standard deviation, independent parametric t-tests, one-way analysis of variance (anova), and tukey’s post hoc test. results: factors related to the curriculum, with an average score of 18.09 ± 3.01, were at the desired level. regarding the abilities of faculty members in implementing the flipped classroom, the conditions were within the average range, with an average score of 14.79 ± 3.2. scores for other variables were significantly lower than average. analysis of variance revealed a statistically significant difference in scores related to internet access (p = 0.02). conclusions: curriculum-related factors is the only factor with suitable conditions for the flipped classroom; implementation of this method is not feasible for other factors. it is recommended to address these deficiencies to optimize conditions for the flipped classroom.