Flipped ophthalmology classroom augmented with case-based learning

Abstract

Background-Although the flipped classroom model provides an effective way to teach ophthalmology to medical students, there are concerns that it overburdens the learner. The purpose of this study was to assess medical students' perceptions of a case-based flipped classroom style compared with a traditional didactic lecture series and to evaluate the effects of case-based learning on students' confidence in managing common ophthalmic complaints.Methods-We created an interactive, case-based flipped classroom ophthalmology curriculum. Paired pre-and post-clerkship surveys were distributed to students on the first and last day of the 2-week clerkship. Questions were formatted as statements using a 6-point Likert scale to assess students' prior exposure to a flipped classroom, perceptions of the flipped classroom curriculum, and confidence in evaluating ophthalmic complaints.Results-A total of 75 students were included during the period July 2019 to March 2020. Pre-clerkship questionnaires revealed no preference for either teaching modality. Wilcoxon signed-rank testing comparing pre-and post-clerkship data revealed a significant increase in students' favoring the case-based flippedclassroom model. Participants reported significant reductions in pressure to perform, course burden, and overall anxiety as well as increased confidence in triaging common eye complaints.Conclusions-The case-based flipped classroom modality prioritizes key learning objectives while increasing student participation and confidence. The reproducibility and accessibility of standardized prepared video lectures and cases may help institutions to better incorporate ophthalmology into preexisting rotations.

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

“…The feedback that we received from the students aligned with another study that used a flipped classroom augmented with case-based learning in a 2-week "selective" ophthalmology rotation involving 75 participants. 36 The study by Diel et al 36 reported a significant increase in confidence in triaging common eye complaints. Similarly, we found that students in the FCCL group had more positive feedback (subjective evaluation), higher scores for the end-of-rotation assessment, and better knowledge retention compared with the students in the TLB group (objective evaluation).…”

Application and Evaluation of the Flipped Classroom Based on Micro-Video Class in Pharmacology Teaching

“…The students fill in the questionnaire independently in an anonymous way. The questionnaire is designed based on validated questionnaires of previous studies ( 8 , 9 ). And the responses are scored using a 5-point Likert scale (rang from one strongly disagree to five strongly agree) to evaluate teaching and learning methods.…”

Enriching traditional didactic teaching in undergraduate ophthalmology with lateral thinking method: a prospective study

“…The advantage of this method compared to the flipped classroom, which had gained much popularity in teaching ophthalmology undergraduate [ 17 , 18 , 28 , 29 ] and postgraduate [ 30 ] level is that the students did not have to commit to any specific pre-requisites readings or recorded lectures before the teaching. The LTM’s goal is for students to make meaningful associations of the current learning material to their previously learned knowledge that was not necessarily confined to the field of ophthalmology.…”