It appears that wearing a hydrophilic lens while swimming allows accumulation of microbial organisms on or in the lens, regardless of lens material. Swimmers should be advised to wear tight-fitting goggles if lenses are worn while swimming, and thorough disinfection of the lenses before overnight wear seems prudent.

Objective: Student satisfaction and student performance are of primary concern when classroom pedagogy is changed. We determine the equivalence of two teaching methodologies in a clinical microbiology course using test scores as the measure of student performance. Methods: The two teaching methodologies examined were a traditional lecture-based method face-to-face (F2F) method and an inverted classroom method (ICM). Student perceptions of the ICM method were measured using a course survey in which students were asked to compare their experiences in the ICM class with experiences in a traditional F2F class. Classroom exams were administered in the same way in the traditional F2F lecture and ICM courses. Student test averages obtained in both pedagogies were compared for equivalence using an independent samples t-test. A six-question survey was developed to assess student perception of the ICM classroom compared to that for the traditional lecture-based classroom. Results: Test performance of students in the ICM was equivalent to that of students receiving traditional F2F lectures. Mean difference between test scores for the ICM and traditional F2F groups was 1.9 points (95% confidence interval [CI], À4.0-0.14). Survey responses indicated that respondents feel positively about self-learning in ICM and prefer the flexibility provided by ICM. Conclusion: This study provides evidence that the ICM method of teaching clinical microbiology can replace the traditional F2F method without loss of student performance. Respondent perceptions of the inverted classroom were positive, with students favoring the flexibility.

Objective Case-based online modules can be created to integrate basic science and clinical science knowledge. An integrated module was designed, implemented, and evaluated for student performance and perception. Methods Five faculty members from both basic science and clinical education departments developed an integrative, online, case-based learning module. The case involved a patient with facial asymmetry, and the student was led to a diagnosis of Bell's palsy. Material on Bell's palsy was presented in an integrated module in addition to traditional lecture for a fall cohort of students and was presented only in traditional lecture format to a winter cohort of students. Both cohorts were given the same 5 multiple-choice questions on Bell's palsy as part of a midterm exam, and the scores of these test questions were compared between cohorts. A 13-question, mixed-methods survey was given to the fall cohort to determine their perceptions of the module and their learning. Results Multiple-choice test question performance was equivalent between cohorts for the Bell's palsy questions (fall 2018: mean = 3.68, SD = 0.99; winter 2019: mean = 3.51, SD = 0.92). Perception survey responses indicated that students felt positively about the integrated module and that it was applicable and helpful with improving, reinforcing, and integrating basic science and clinical knowledge. Conclusion This study provides evidence that case-based integrated modules are perceived favorably by students and result in similar exam question performance. They can be a useful tool to help students connect information throughout the chiropractic curriculum.

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