Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship

Area of Science:

• Medical Education
• Ophthalmology
• Health Sciences Education

Background:

• Flipped classroom teaching is gaining traction in health sciences education.
• Its application in ophthalmology education remains under-investigated.

Purpose of the Study:

• To evaluate the effectiveness and acceptability of the flipped classroom approach in ophthalmology clerkships.
• To compare student learning, motivation, and perceptions between flipped and traditional teaching methods.

Main Methods:

• Ninety-five medical students were randomized into a flipped group (FG) or traditional group (TG).
• The FG engaged with pre-class materials and in-class discussions, while the TG received traditional lectures.
• Learning was assessed via pre- and post-tests, with feedback questionnaires on student experience and self-perceived competence.

Main Results:

• The flipped classroom group demonstrated enhanced learning motivation, understanding, communication, and clinical thinking.
• Despite better test performance in the FG, students reported greater workload and pressure compared to the TG.
• No significant preference for the flipped method was observed among students.

Conclusions:

• The flipped classroom model shows potential for improving ophthalmology education.
• Addressing student-reported drawbacks like increased workload is crucial for wider implementation.
• Further modifications and evaluations are necessary before widespread adoption.