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The purpose of this exploratory study was to examine the effectiveness of flipped classroom teaching approach in an undergraduate introductory biomechanics class. A total of 28 students were recruited for the study. Students were required to watch short videos, study reading assigned, and complete pre-work assignments before each class. During class time, students were mainly engaged with problem-based learning. The biomechanics concept inventory (BCI) version 3 was used to determine learning improvement. The pre-, post-test, and survey were administered during the first and last two weeks of the semester. Students demonstrated significant learning improvement (d = 1.23, P < 0.05) with a 23% normalised learning gain. Most students (64%) indicated that the flipped classroom approach works well for their learning because it provides flexibility that they may review the course lesson anytime on their own.