Flipped Learning is a teaching method that gives learners the opportunity to learn both online and face-to-face. In the Flipped Classroom, students learn the basic content independently before class and then have the opportunity to discuss, solve problems, and develop skills in class. This study aimed to evaluate the effectiveness of the Flipped Learning model in enhancing suturing skills among third-year medical students at Usak University. A quasi-experimental design was utilized, involving 108 third-year medical students who were randomly assigned to either the control group (n=34) or the experimental group (n=74). The experimental group engaged with video-based content demonstrating suturing techniques before attending hands-on practice sessions, while the control group received traditional face-to-face lectures followed by practical sessions. Data were collected through a Likert scale survey and written feedback and analyzed using statistical software. The study found that 83.8% of students in the experimental group reported that the video content facilitated their understanding of suturing techniques. Additionally, 94.59% of participants indicated that the Flipped Learning model enhanced in-class discussions and interactions, and 97.3% felt that practical exercises following video lessons reinforced their learning and skill development. The control group also showed positive outcomes, but the Flipped Learning model provided additional benefits in student engagement and practical skill acquisition. The Flipped Learning model significantly improves suturing skill acquisition, student engagement, and confidence compared to traditional teaching methods. Its ability to support diverse learning styles and provide personalized learning experiences makes it a valuable addition to medical education curricula. Future research should explore the long-term impact of this model on student performance and professional development across various medical disciplines. [This paper was published in: "EJER Congress 2024 International Eurasian Educational Research Congress Conference Proceedings," edited by Senel Poyrazli, Ani Publishing, 2024, pp. 148-152.]