Educational Problems
Conditions
Keywords
Flipped Classroom
Brief summary
This study aims to evaluate the flipped classroom approach compared to the traditional classroom approach in teaching horizontal strabismus in ophthalmology residency didactics.
Detailed description
Ophthalmology residents (post-graduate years 2-4) from 11 institutions were invited to participate. Participating residents were taught esotropia and exotropia topics sequentially, randomized by order and classroom style (flipped classroom vs. traditional lecture) one to three weeks apart. Participants were assigned a pre-class video lecture prior to the flipped classroom in-class case-based activity. The traditional classroom included a preparatory reading assignment and an in-person lecture delivered by the same instructor. Participants completed three identical 5-question content assessments (pre-test, post-test, and 3-month retention) and opinion surveys following each classroom.
Interventions
In the Flipped Classroom, participants form groups of 2-3 and are instructed to work together through clinical cases of the in-class case based activity, committing to group answers to the clinical questions before advancing to the next case. At the end of class, the faculty instructor facilitated a short interactive group discussion.
Sponsors
University of Washington
Study design
Observational model
CASE_CROSSOVER
Time perspective
PROSPECTIVE
Eligibility
Sex/Gender
ALL
Healthy volunteers
Yes
Inclusion criteria
* Ophthalmology residents of all levels (PGY2-PGY4) from 11 residency programs were invited to participate in this study
Exclusion criteria
* Those who did not complete both classroom styles were excluded from the survey data * Those who lost their study-IDs were excluded from the results analysis
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Resident Preference | Through study completion, an average of 2 weeks | Participants were asked to complete both a written (Likert-scale) survey in the classroom and an additional online survey (Catalyst WebQ, University of Washington, Seattle, WA) following the classroom session. These surveys asked residents to rate their preference for traditional vs. flipped classroom format, the effectiveness of preparation and classroom material, and the advantages and disadvantages of the flipped classroom format |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Knowledge Acquisition | Baseline (Before class), immediately after completing the class, 3 months after class | Participants were assessed a total of three times for each course (esotropia and exotropia): once prior to starting the class (pre-test), once immediately after completing the class (post-test), and once three months later. All assessments consisted of 5 OKAP style questions created by fellowship trained ophthalmologists. These test questions were previously piloted. Residents were allotted 5 minutes to complete each test. |
Countries
United States
Outcome results
None listed