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Related Experiment Video

Updated: Nov 8, 2025

Development of a Gaze-Contingent Display Framework Designed for Perceptual and Oculomotor Research with Simulated Central Vision Loss

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Flipped ophthalmology classroom augmented with case-based learning.

Ryan J Diel¹, Kelly H Yom¹, David Ramirez¹

¹Department of Ophthalmology and Visual Sciences, University of Iowa Hospitals & Clinics, Iowa City, Iowa.

Digital Journal of Ophthalmology : DJO

|April 28, 2021

Summary

This summary is machine-generated.

The case-based flipped classroom improved medical students' confidence in managing eye conditions and reduced anxiety. This teaching method is effective and less burdensome than traditional lectures.

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Area of Science:

Medical Education
Ophthalmology Training
Pedagogy in Medicine

Background:

Flipped classroom model is effective for ophthalmology education but may overburden students.
Traditional didactic lectures are a common teaching method.
Assessing student perceptions and confidence is crucial for curriculum development.

Purpose of the Study:

To evaluate medical students' perceptions of a case-based flipped classroom compared to traditional lectures.
To assess the impact of case-based learning on student confidence in managing ophthalmic complaints.

Main Methods:

Developed an interactive, case-based flipped classroom ophthalmology curriculum.
Administered paired pre- and post-clerkship surveys using a 6-point Likert scale.
Assessed student exposure, perceptions, and confidence in evaluating ophthalmic complaints.

Main Results:

75 students participated from July 2019 to March 2020.
Students showed a significant increase in preference for the case-based flipped classroom model post-clerkship.
Reported significant reductions in pressure, course burden, and anxiety, with increased confidence in triaging eye complaints.

Conclusions:

The case-based flipped classroom prioritizes learning objectives, boosts student participation and confidence.
Standardized video lectures and cases enhance reproducibility and accessibility for ophthalmology integration.
This model offers a viable alternative to traditional didactic lectures in medical education.