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CC BY-NC-ND 4.0 · Journal of Academic Ophthalmology 2020; 12(02): e96-e103
DOI: 10.1055/s-0040-1713681
Research Article
Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

The Flipped Classroom: An Innovative Approach to Medical Education in Ophthalmology

Chris R. Alabiad
1   Department of Clinical Ophthalmology, Miller School of Medicine, University of Miami, Miami, Florida
,
Kevin J. Moore
2   Department of Dermatology, Harvard Medical School, Boston, Massachusetts
,
David P. Green
1   Department of Clinical Ophthalmology, Miller School of Medicine, University of Miami, Miami, Florida
,
Matthew Kofoed
3   Department of Anesthesia, Medical University of South Carolina, Charleston, South Carolina
,
Alex J. Mechaber
1   Department of Clinical Ophthalmology, Miller School of Medicine, University of Miami, Miami, Florida
,
Carol L. Karp
1   Department of Clinical Ophthalmology, Miller School of Medicine, University of Miami, Miami, Florida
› Author Affiliations Funding NIH Center Core Grant P30EY014801, RPB Unrestricted Award, and Career Development Awards, Department of Defense (DOD-Grant#W81XWH-09–1-0675), The Ronald and Alicia Lepke Grant, The Lee and Claire Hager Grant, The H. Scott Huizenga Grant, The Grant and Diana Stanton-Thornbrough Grant, The Robert Baer Family Grant, The Mark Feldberg and Emilyn Page Grant, The Jose Ferreira de Melo Grant, The Michele and Ted Kaplan Grant, and the Richard Azar Family Grant (Dr. Karp/institutional grants). The sponsors/funding organizations had no role in the design or conduct of this research.
Further Information

Publication History

09 December 2019

18 May 2020

Publication Date:
09 July 2020 (online)

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Abstract

Objective The aim of the study is to report the creation of a flipped ophthalmology course and preclinical medical student perceptions and knowledge gains before and after a flipped ophthalmology course.

Design  The form of the study discussed is an observational study.

Subjects The subjects involved in the study are second-year (U.S.) United States medical students at the University of Miami, Miller School of Medicine (n = 401).

Methods Second-year medical students participated in a 1-week “flipped classroom” ophthalmology course geared toward primary care providers at the University of Miami, Miller School of Medicine. Eleven hours of traditional classroom lectures were condensed into 4.5 hours of short videos with self-assessment quizzes, small group discussions, and a large group case-based discussion. Fifty-seven short videos (<9 minutes) focused on major ophthalmology topics and common conditions were viewed by the students at their leisure. Students completed a pre- and post-course evaluation on their perceptions and opinions of the flipped classroom approach. Final exam scores in the flipped classroom cohort were compared with the final exam scores in the traditional didactic format used in years prior.

Main Outcome Measures The main outcome measures include: student final exam performance; student satisfaction, opinions, and perceptions.

Results Over the course of 2 years, 401 second-year U.S. medical students participated in the flipped classroom ophthalmology course. The majority of students enjoyed the flipped classroom experience (75.3%) and expressed interest in using the approach for future lessons (74.6%). The flipped classroom videos were preferred to live lectures (61.2%). Over 90% of students stated the self-assessment quizzes were useful, 79% reported that the small group discussions were an effective way to apply knowledge, and 76% cited the large group case-based discussion as useful. Pre-course knowledge assessment scores averaged 48%. Final examination scores in the flipped group (average ± standard deviation [SD] = 92.1% ± 6.1) were comparable to that of the traditional group when evaluating identical questions (average ± SD = 91.7% ± 5.54), p = 0.34.

Conclusion The flipped classroom approach proved to be a well-received and successful approach to preclinical medical education for ophthalmology. This was achieved using 35% less course time than our traditional course. This innovative approach has potential for expansion to other medical schools, medical education abroad, and for other medical school modules.

Keywords

flipped classroom - medical education - ophthalmology - mentorship

Note

The study was presented at The American Academy of Ophthalmology Annual Meeting 2017.


 

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