The flipped classroom (FC) model has gained prominence as an innovative pedagogical strategy in medical education, yet its superiority over traditional lectures (TL) remains contested. This randomized controlled trial (RCT) evaluates the efficacy of FC in comparison to TL among medical students. A total of 200 students were randomly assigned to FC (n=100) and TL (n=100) groups. The primary outcome was the improvement in posttest scores, while secondary outcomes included student engagement, satisfaction, and knowledge retention at a six-week follow-up. The FC group demonstrated significantly higher post-test scores (mean ± SD: 84.3 ± 5.7) compared to the TL group (78.6 ± 6.1, p<0.001). Moreover, student engagement and satisfaction were notably greater in the FC cohort (p=0.002 and p=0.004, respectively). Knowledge retention assessment at six weeks showed a substantial decline in the TL group (p=0.003), while FC participants maintained a higher retention rate (p=0.001). These findings underscore the pedagogical advantage of the FC model in medical education, emphasizing its role in fostering active learning, critical thinking, and long-term knowledge retention. The study provides robust evidence supporting the integration of FC into medical curricula to enhance academic performance and engagement.