Background: Medical students often have a problem recognising the relevance of basic science subjects for their later professional work in the pre-clinical stage of their studies. This can lead to a lower motivation to learn biochemical content and dissatisfaction in the courses amongst the students. Alternative teaching methods such as the Inverted Classroom (1C) method can address this deficiency. The goal of this study was: to analyse the motivation and satisfaction of the students in a biochemistry seminar through the use of the e-learning-based 1C method, to investigate the acceptance against the 1C teaching method in biochemistry, and to compare the learning success achieved using the 1C approach with that of a traditional course. We also investigated how a biochemistry course in the pre-clinical stage of a human medicine course of studies can be successfully organised according to the 1C method. Furthermore, we examined the benefits of the 1C method over conventional teaching formats. Method: The 1C method was implemented in accordance with the guidelines of the GMA committee “New Media" [30] in a biochemistry seminar for two student 1C intervention groups with 42 students. A part of the factual knowledge from the on-site phase in the form of teaching videos together with self-learning control tasks were provided online before the seminar for both 1C intervention groups. Exporting content to the self-learning phase creates new free time in the on-site phase, during which the content can be critically considered and processed and additional competency-based learning objectives can be taught. Identical biochemistry teaching content was taught in parallel control groups (14 student groups with n=299 students), but no material was handed out beforehand for a self-learning phase. These students only received the materials after the on-site phase. Motivation and satisfaction as well as the acceptance for the teaching methods were recorded by questionnaires, the acquisition of knowledge by MC exams. Results: On a Likert scale from 1 (strongly disagree) to 6 (strongly agree), the students in the 1C intervention groups could be seen to be much more motivated (5.53) than students in the control group (4.01). Students in the 1C intervention groups also recognised the relevance of the learning content much more clearly (5.44) than students in the control group (4.01). Furthermore, the 1C group also observed that additional competencies were trained in addition to the biochemistry content. In addition, the 1C intervention group award the event a school grade of 1.53, the traditional control group a grade of 2.96. The teaching videos were rated very positively by both groups with an average school grade of 1.3 in each case. A qualitative analysis showed that the motivation and a positive attitude of the lecturers played a decisive role in the successful implementation of the 1C method. Discussion and conclusion: Pre-clinical students display a high acceptance of the e-learning-based 1C method. Teaching communicationcompetencies in a biochemistry seminar was also rated very positively by the students. The quality of the teaching video and the motivation of the lecturers were shown to be a critical parameter for the successful performance of the 1C method. What’s more, the 1C method can contribute to implementing a competence orientation in medical studies.