Effectiveness of a combined problem-based learning and flipped classroom teaching method in ophthalmic clinical skill training

Abstract

Background Previous studies have primarily implemented problem-based learning (PBL) or flipped classroom (FC) teaching models in different majors; however, research on the combined PBL-FC teaching method in clinical medicine is scarce. Therefore, we investigated the combined PBL-FC teaching method in teaching ocular trauma on students’ competencies. Method About 75 ophthalmology postgraduates were randomly divided into PBL-FC and traditional teaching groups. Students completed pre-and post-class theoretical examinations, skills evaluation, learning ability scales, and feedback questionnaires. Results Both groups showed significantly higher theoretical scores and improved learning ability. Feedback questionnaire scores of the PBL-FC group’s postgraduates without clinical experience were significantly higher than the traditional group’s for some items; there was no difference between groups in postgraduates with clinical experience. PBL-FC group’s pre-class preparation time was significantly longer than the traditional group’s, but the post-class review time was significantly shorter. PBL-FC group’s post-class theoretical performance was significantly higher than the traditional group’s. There was no statistical difference between the groups regarding skill operation. Among postgraduates without clinical experience, the PBL-FC group’s skill operation performance was significantly higher than the traditional group’s; for postgraduates with clinical experience, the traditional group’s skill operation performance was significantly higher than the PBL-FC group’s. Conclusions PBL-FC teaching is better for students without clinical experience or knowledge of ophthalmic diseases. Meanwhile, traditional teaching is a good choice for students with clinical experience who need more relevant knowledge.

Flipped Classroom Case Learning vs Traditional Lecture-Based Learning in Medical School Ophthalmology Education: A Randomized Trial

“…Previous evaluations of a flipped classroom approach in ophthalmology teaching have involved medical students, specialist trainees, and other medical disciplines. 14,15,[22][23][24][25][26] Similar to some U.K. medical schools with a compulsory 5-to 10-day standalone ophthalmology rotation that includes core knowledge and skills (e.g., "sudden loss of vision," "acute red eye," direct ophthalmoscopy), 2 the Faculty of Medicine of the Chinese University of Hong Kong (CUHK) 5-day ophthalmology rotation includes examination skills training, clinical and surgical attachments, and case tutorials; the rotation forms part of a senior surgical dressership with other surgical subspecialties. Students need a concise, stimulating, and well-organized ophthalmology course with teaching materials that facilitate engagement and ideally synchronize with their existing knowledge to promote skills and knowledge retention.…”

“…To overcome the difficulties, we identified and modified the shortcomings of existing pedagogies (i.e., flipped classroom, problem-based and casebased learning) to fit our needs. Flipped classroom had previously received generally positive feedback in ophthalmology teaching, 14,15,[22][23][24][25][26][27] but could also overburden students, especially if they are simultaneously involved in another clerkship 15 or the content emphasized memorization. 14 Therefore, we designed our module to provide standardized videos focusing on practical approaches to chief complaints and clinical examinations rather than purely content-based knowledge.…”

Application of SPARK teaching in acute abdomen radiography teaching for undergraduate medical students

“…For example, Men [ 19 ] showed that PBL combined with evidence-based learning (EBL) could improve the enthusiasm and initiative of thoracic surgery students and achieve satisfactory teaching effects. Wang [ 20 ] studied how to improve the learning effect of ophthalmology graduate students in the teaching of eye trauma, and finally believed that the method of PBL combined with Flipped Classroom(FC) would be more helpful to students without clinical experience. Hu [ 21 ] also affirmed the teaching effect of the combination of above two methods, but he believed that further optimization was needed for wider promotion.…”

Analisis Pembelajaran Sains melalui Flipped-Problem Based Learning Berbantuan Zoom Meeting dan E-Campus Pelita Bangsa

“…Selain itu, mahasiswa juga dituntut untuk kritis, memiliki rasa ingin tahu yang tinggi, terbuka, dan kreatif dalam memecahkan masalah melalui kegiatan pencarian data dan diskusi kelompok. Hal ini didukung hasil penelitian sebelumnya yang menunjukkan bahwa implementasi FPBL dapat meningkatkan kemampuan berpikir kritis, kreativitas dalam memecahkan masalah, kemandirian, dan regulasi diri mahasiswa (Çakıroğlu & Öztürk, 2017;Damayanti et al, 2020;Hsia et al, 2021;Inayah et al, 2021;Mudhofir, 2021) Pada dimensi produk, penerapan FPBL dalam pembelajaran sains dapat meningkatkan penguasaan mahasiswa terhadap produkproduk sains yaitu teori, konsep, prinsip, serta hukum (Damayanti et al, 2020;Wang et al, 2022). Hal ini karena pelaksanaan pembelajaran dilaksanakan secara sistematis melalui metode ilmiah dengan melibatkan partisipasi mahasiswa secara aktif untuk menciptakan pembelajaran yang bermakna.…”