I always found that knowing everything made it easy. Learn it all, and you'll do fine whether it's minutiae or "big picture" being tested. (In reality it's always both).
That said, "flipped classroom" and similar garbage is ridiculous, and just an excuse to get some educators a couple publications at the expense of our future doctors.
My school had ~2 hours of optional lectures daily, with exceptionally good note set handouts. It was understood that the lectures were a 30,000 mile flyover review, and the work was yours to put in the time and learn. Because it was understood that no matter how much time he spends going to lectures, you still have to essentially spend the same amount of time is anyone else working with the material at home. We did have excellent learning support, so that if you had any questions or concerns about the material, our professors were always available to help.
I go to this school. So far it's been fine since it's very much a hybrid curriculum. This might change when things pick up and we get into the organ systems... We still get the syllabus so even though the lectures are a little skimped it's no big deal. The CBL requirement is basically just a time sink that (if anything) serves to reinforce the material.
I'm a bit of a luddite, but I thought that the pre-clinical curriculum was one of the things the school did really well. What's her name who wrote the description of the new curriculum on the school's website (Dr. Rattner's replacement?) did NOT do a good job of selling it.
(you can dig through my 7k posts to find my rants about the clinical years though).