Flipped classroom approach to ophthalmology clerkship courses for Chinese students of eight-year program

Yang, Ying; Xu, Chaochao; Jia, Yu; Zou, Yuxian; Ao, Yong; Huang, Zheqian; Cai, Yu; Wei, Xin; Li, Miaoling; Yang, Yang-Fan; Lin, Haotian

doi:10.21037/aes.2017.06.14

Cited by 6 publications

(5 citation statements)

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“…So, both teachers and students were more satisfied with the FC-TCLEBL class, according to the feedback questionnaire given after class. Previous studies have shown that the FC helps to cultivate students' innovation ability, collaboration ability, and collective cohesion [12,29,40]. Our findings were consistent with previous studies that showed that the FC approach improves student performance [19,21,28].…”

Section: Discussionsupporting

confidence: 92%

Effectiveness of flipped classroom combined with team-, case-, lecture- and evidence-based learning on ophthalmology teaching for eight-year program students

Ding

Chen

2019

BMC Med Educ

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Background: This study aimed to investigate the benefits and challenges of the flipped classroom combined with team-, case-, lecture-and evidence-based learning (FC-TCLEBL) for ophthalmology teaching for eight-year program students. Methods: FC-TCLEBL and the traditional lecture-based classroom (LBC) were compared based on student and teacher feedback questionnaires, student learning burden, and scores on standardized tests as well as their effects on the abilities of clinical thinking, scientific research, active-learning, practical application, humanistic care and communication with patients. Results: Both the students and teachers were more satisfied with the FC-TCLEBL model. More students in the FC-TCLEBL group agreed that the course helped them to develop skills in creative thinking, problem solving, and teamwork. Students in the FC-TCLEBL group spent significantly more time preparing for class than those in the LBC group, but the time spent on review was significantly lower in the FC-TCLEBL group. The students from the FC-TCLEBL group performed better in a post-test on diabetic retinopathy (DR) as compared to the LBC group. Conclusions: FC-TCLEBL teaching model is effective and suitable for ophthalmology teaching.

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Section: Discussionsupporting

confidence: 92%

Effectiveness of flipped classroom combined with team-, case-, lecture- and evidence-based learning on ophthalmology teaching for eight-year program students

Ding

Chen

2019

BMC Med Educ

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“…There are various studies which are in accordance to the results obtained in our study, some of the statements given by various authors showed that there is is subsequent increase in the results in flipped class system compared to the conventional class system (Tang F, et al, 2017;Yang Y, et al, 2017). Such that in a basic pharmaceutics course, given by McLaughlin et al, 2014 showed that final examination scores (out of 200 points) were higher (p50.001) during the year in which a flipped classroom (165.48, n5162) was used compared to the previous year in which a traditional lecture format (160.06, n5153) was used.…”

Section: Discussionsupporting

confidence: 91%

Effects of flipped class based teaching in orthodontics & dentofacial orthopedics – A prospective study

Nallaswamy

Subha

2019

ijrps

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The aim of this prospective study is to evaluate the students appearing for university examination in Orthodontic dentistry. A total of 150 students enrolled in this study from two consecutive academic sessions. In Group I (2015-2016) final year graduate students of 75 students received conventional class room lectures; group II (2016-2017) final year graduate students of 75 students received flipped class room lectures. The curriculums for both the groups were approved from the department of Orthodontic Dentistry, Saveetha Dental College and Committee Members for Education, Saveetha University. At the end of each academic year marks scored out of 200 marks were obtained and subjected to statistical analysis. All the students cleared the university examination held at respective academic years for both the groups. The mean marks obtained for CCR group was 130.93 ± 9.12 and for FCR group was 150.35 ± 10.93.). Independent samples test revealed there is highly significant difference seen (p <0.01). In the recent year it was found that the flipped class system has gained a significant attention amongst all educators. The characteristic feature of flipped class system is that in flipped class they have videos & clipping related to the subject. The students will be given the videos of the classes on the previous day of the class so that they can go through it & will have a better idea regarding the topic & it will even motivate them to even search & know better of the topic. The only point is such that teachers have to spend a bit more extra time is creating the video’s related to the topics.

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“…However, the application of the flipped classroom in ophthalmology education is less well studied. Previous studies from our group took the first step in applying the flipped classroom approach to clerkship teaching of glaucoma and ocular trauma, and showed that the flipped classroom was welcomed by both students and teachers [34,35]. More importantly, the flipped classroom helped students to develop skills in problem-solving, creative and critical thinking, and team work [34].…”

Section: Introductionmentioning

confidence: 99%

Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship

Tang

Chen

Zhu

et al. 2017

Medical Education Online

162

172

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Background: In recent years, the flipped classroom method of teaching has received much attention in health sciences education. However, the application of flipped classrooms in ophthalmology education has not been well investigated. Objective: The goal of this study was to investigate the effectiveness and acceptability of the flipped classroom approach to teaching ophthalmology at the clerkship level. Design: Ninety-five fourth year medical students in an ophthalmology clerkship were randomly divided into two groups. An ocular trauma module was chosen for the content of this study. One group (FG (flipped group), n = 48) participated in flipped classroom instruction and was asked to watch a recorded lecture video and to read study materials before a face-to-face class meeting. They used the in-class time for discussion. The other group (TG (traditional group), n = 47) was assigned to traditional lecture-based instruction. These students attended a didactic lecture and completed assigned homework after the lecture. Feedback questionnaires were collected to compare students’ perspectives on the teaching approach they experienced and to evaluate students’ self-perceived competence and interest in ocular trauma. Pre- and post-tests were performed to assess student learning of the course materials. Results: More students in the FG agreed that the classroom helped to promote their learning motivation, improve their understanding of the course materials, and enhance their communication skill and clinical thinking. However, students in the FG did not show a preference for this method of teaching, and also reported more burden and pressure than those from the TG. Students from the FG performed better on the post test over the ocular trauma-related questions when compared to those from the TG. Conclusions: The flipped classroom approach shows promise in ophthalmology clerkship teaching. However, it has some drawbacks. Further evaluation and modifications are required before it can be widely accepted and implemented. Abbreviations FG: Flipped classroom group; TG: Traditional lecture-based classroom group; TBL: Team-based learning; PBL: Problem-based learning; ZOC: Zhongshan Ophthalmic Center

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Flipped classroom approach to ophthalmology clerkship courses for Chinese students of eight-year program

Cited by 6 publications

References 0 publications

Effectiveness of flipped classroom combined with team-, case-, lecture- and evidence-based learning on ophthalmology teaching for eight-year program students

Effectiveness of flipped classroom combined with team-, case-, lecture- and evidence-based learning on ophthalmology teaching for eight-year program students

Effects of flipped class based teaching in orthodontics & dentofacial orthopedics – A prospective study

Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship

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