In previous years students in the advanced bachelor course Developmental Psychopathology often failed examination questions where they had to apply theoretical knowledge to realistic clinical issues. Therefore, a new teaching method was implemented to improve students' understanding. Flipped classroom (FC) and team-based learning (TBL) techniques were implemented, using six challenging authentic assignments. This study describes how these adaptations went along with student performance for three subsequent cohorts, where each cohort received more FC and TBL elements. In cohort 2 a semi-experimental design was used to study the effects of specific techniques. Moreover, it was investigated if students considered this approach useful, and whether it changed their learning strategy. Findings suggest that both FC and TBL techniques contributed to a higher level of understanding, particularly if group work took place in supervised tutorials with teacher feedback and discussion. Further research is required to investigate which specific elements were most effective.