The teaching of anatomy is transcendental for every profession in the health care area. In the Chilean context, this is characterized by being mainly traditional with a one-way transfer of information. Currently, it is proposed to achieve a more significant learning, with based models such as Flipped Classroom. The objective of this study is to compare the academic performan- ce between the traditional model (TM) and the flipped classroom (FP). Two 1st year courses were intervened, from the Nutrition and Dentistry degrees at Universidad de La Frontera in 2022, in which TM and FP were applied, comparing the performance with a post-class test in Nutrition, and workgroup in Denistry. Descriptive statistical analyzes and tests that compared the grades obtained were performed. In one of the groups, the students were segmented by performance to analyze how each model affects the type of student. A better post-test average was obtained with FP in Nutrition; 4.9 ±1.3, in contrast to an average of 4.2 ±1.3 for TM (1.0 to 7.0 scale). Student's t test showed statistically significant differences (p<0.05), and the ANOVA test reported differences in the results in FP, with better performance in that case. For Dentistry there were not significant differences (p>0.05) in the evaluations of the workgroup with TM and FP. It is imperative to improve the Anatomy ́s teaching in favor of achieving significant learning, mediated by peer work and the student as the protagonist proposing FP, which in turn benefits individuals with lower performances at the beginning.

KEY WORDS: Anatomy; Flipped Classroom; Education.