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Flipped classroom integrated with team-based learning enhances surgical skills in ophthalmology residency training: a
Zhuoqiong Wang1, Ji Xu2, Xinxin Hu1
1Department of Ophthalmology, The Affiliated People's Hospital of Ningbo University, Ningbo, Zhejiang, China.
Background:
Standardized ophthalmology residency training emphasizes competency-based education, with fine surgical skills representing a key challenge. However, the current traditional lecture-based teaching program has a long learning curve due to insufficient active participation and practice time. The flipped classroom combined with team-based learning (TBL) may address this gap. Therefore, this study aimed to evaluate the application value of this novel teaching method in surgical skills training for ophthalmology residents.
Methods:
Twenty residents who underwent standardized ophthalmology training at the Affiliated People's Hospital of Ningbo University from January 2026 to March 2026 were enrolled and randomly divided into an experimental group (n = 10) and a control group (n = 10). The experimental group received flipped classroom combined with TBL, while the control group received traditional lecture-based teaching. Training was conducted in a wet lab. Theoretical examinations were administered before and after training, practical skill assessments were conducted after training, and a teaching satisfaction questionnaire was administered.
Results:
There were no significant differences in pre-training theoretical scores between the two groups (p > 0.05). After training, the theoretical performance of the experimental group was significantly higher than that of the control group (p < 0.05, Cohen's d = 0.95). In the post-training skill assessment, the operation process score (p < 0.001, Cohen's d = 4.43) and total score (p < 0.001, d = 5.29) of the experimental group were significantly better than those of the control group. In other four modules of pre-operation preparation, post-operation processing, operation proficiency, and question answering, the experimental group was also better than the control group (p < 0.05). The questionnaire survey showed that the satisfaction level of the experimental group in the three dimensions of "improvement of operational ability", "enthusiasm of teachers" and "overall self-evaluation" was higher than that of the control group (p < 0.05). There was no significant difference between the two groups in the remaining dimensions (p > 0.05).
Conclusions:
This study confirms that the flipped classroom combined with TBL teaching method can significantly improve the performance of ophthalmic residency skills training, and its teaching effect is significantly better than that of the traditional model. It is an innovative teaching mode with high application value in ophthalmology surgical skills training.
