Flipped classroom teaching approach is considered to be beneficial for students learning. Due to the war in Ukraine the state of professional medical education in the country was significantly diminished therefore it requires searching for improvements. As the rate of civil and war injuries have been increasing significantly, the Traumatology and Orthopaedics should be considered as one of the prioritized courses in medical education. That is why the analysis and implementation of new teaching approaches are going on, trying to create optimal conditions for every student. Objective of the study was to assess the educational process on Traumatology and Orthopaedics, to analyze the different types of students’ learning activity comparing flipped education alone and in combination with attending online lectures and searching the way to implement new components of flipped education. Materials and methods. The relation between final module score on Traumatology and Orthopaedics and amount of attended online lectures were assessed for English speaking students involved in this retrospective study. The components of flipped education were available for all students. The educational materials – methodical instructions, prerecorded lectures, and tests for self-control were accessible for all students on distant learning website of our University before every practical class. So attending online lectures was the only difference between students learning approach. Statistical analysis was performed to calculate average final scores for students with different number of attended lectures (M±m) and Pearson correlation coefficient between these variables. The final Module score was assessed at the end of the course with the minimum pass score of 124 and maximum of 200. Results and discussion. The average students’ final Module score was 151.63±11.75 (n=65). For students that have attended all lectures the score was 152.82±12.48 (n=28). For students that attended 60% and 80% of lectures the score was 146.17±6.22 (n=6) and 151.61±11.66 (n=31) respectively. Pearson correlation coefficient was r=0.12 (p=0.178), that means weak positive correlation. It indicates the positive effect of online lectures in educational process. As null hypothesis that there is no correlation can’t be rejected due to the lack of statistical power, so we should state, that just online components of flipped education can provide high educational level and allow students to be well prepared for practical classes. Conclusion. The study showed that adding components of flipped education to the previously used teaching approach is improving educational process for medical students and can be used within the approved educational program during Traumatology and Orthopaedics course. We consider the further studies are perspective involving more students and assessing the influence of each factor of both classical and flipped educational approach in final students score on traumatology and orthopaedics.