This study aims to compare the influences of traditional lectures (TL) with a flipped classroom (FC). Two consecutive classes of students from a laboratory medicine speciality learned medical molecular biology through the flipped or nonflipped (TL) approach with online microlectures. We inspected examination scores, learning experiences and perceptions of the FC model and peer collaboration in the course by means of mixed-methods. The average examination score for the 2016 FC students was higher than that for the 2017 traditional students. The course evaluations submitted by the students showed positive learning experiences and perceptions of the FC model. The flipped approach also increased peer collaboration. This research reveals the positive influences of FC with online microlectures on learning. It is proposed that future research evaluates the influences of FC on the other courses in laboratory medicine higher education.