The Flipped Classroom Effect: Improving Faculty and Resident Engagement and Satisfaction in Ophthalmology Residency

To evaluate the longitudinal impact and sustainability of a flipped classroom model (MOLE) on faculty and resident satisfaction, engagement, and educational outcomes within an ophthalmology residency over 3 years.

This prospective, longitudinal, pre- post intervention study used anonymous surveys (5-point Likert scales) administered to faculty and residents preimplementation (baseline), and at 1- and 3-years postimplementation of the MOLE curriculum. Assessed metrics included satisfaction, learning preferences, perceived barriers, attendance, and preparation time.

The study was conducted at the ophthalmology residency of the (University of Utah's John A. Moran Eye Center), a tertiary care academic institution in Salt Lake City, Utah.

All ophthalmology residents and teaching faculty were invited. At baseline, 1-year, and 3-year surveys, resident response rates were 100% (n = 12/12), 100% (n = 12/12), and 78.6% (n = 11/14), respectively. Faculty response rates were 70.6% (n = 24/34), 71.4% (n = 25/35), and 51.4% (n = 18/35), respectively, for the same time points.

Baseline satisfaction with traditional lectures was moderate (faculty mean = 3.1/5; resident mean = 2.5/5). One-year post-MOLE, preference for the flipped format was high (faculty 88%; residents 100%), faculty satisfaction increased (mean = 4.1/5), and resident didactic attendance improved (from 61.7% to 84.2%). At 3 years, faculty preference for the flipped format persisted (83.3%), while resident preference declined to 63.6%, particularly among junior residents desiring more didactic structure. Ophthalmic Knowledge Assessment Program (OKAP) percentile scores increased from a pre-MOLE average of 51.8 (2017-2019) to 70.1 (2021-2023).

A flipped classroom model initially improved satisfaction and engagement in this surgical residency. Longitudinal data underscore the need for ongoing adaptation, responsive to evolving learner needs across training levels. These findings are pertinent for surgical education programs considering or implementing similar active learning curricula.