Modified Team-Based Learning in an Ophthalmology Clerkship in China

Huang, Zheqian; Wen, Feng; Zhou, Yuxian; Ao, Yong; Wei, Xin; Jia, Yu; Yang, Ying; Cai, Yu; Xu, Chaochao; Yang, Yangfan; Lin, Haotian

doi:10.1371/journal.pone.0154250

Cited by 32 publications

(28 citation statements)

References 25 publications

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“…For example, both teachers and students express positive feelings about the effectiveness of team-based learning in ophthalmology [14]. More recently, we demonstrated that team-based learning (TBL) can significantly improve students’ performance and engagement in an ophthalmology clerkship [15]. Additionally, problem-based learning (PBL), which requires students to work on ‘real-life’ scenarios, can stimulate student’s interest in ophthalmology and improve their clinical skills, including collecting medical history and performing eye examinations [16].…”

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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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

View full text Add to dashboard Cite

show abstract

“…A number of potential practices that might enhance ophthalmology teaching have been studied, such as integrated problem based learning[13]and team-based learning[14]. We have previously reported that the application of team-based learning to the ophthalmology clerkship curriculum significantly improved students’ performance[15], highlighting the importance of student engagement and interaction in learning. However, the effectiveness of the flipped classroom versus traditional lecture-based classroom in ophthalmology teaching has not been investigated worldwide.…”

Section: Introductionmentioning

confidence: 99%

Facing the challenges in ophthalmology clerkship teaching: Is flipped classroom the answer?

et al. 2017

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Recent reform of medical education highlights the growing concerns about the capability of the current educational model to equip medical school students with essential skills for future career development. In the field of ophthalmology, although many attempts have been made to address the problem of the decreasing teaching time and the increasing load of course content, a growing body of literature indicates the need to reform the current ophthalmology teaching strategies. Flipped classroom is a new pedagogical model in which students develop a basic understanding of the course materials before class, and use in-class time for learner-centered activities, such as group discussion and presentation. However, few studies have evaluated the effectiveness of the flipped classroom in ophthalmology education. This study, for the first time, assesses the use of flipped classroom in ophthalmology, specifically glaucoma and ocular trauma clerkship teaching. A total number of 44 international medical school students from diverse background were enrolled in this study, and randomly divided into two groups. One group took the flipped glaucoma classroom and lecture-based ocular trauma classroom, while the other group took the flipped ocular trauma classroom and lecture-based glaucoma classroom. In the traditional lecture-based classroom, students attended the didactic lecture and did the homework after class. In the flipped classroom, students were asked to watch the prerecorded lectures before the class, and use the class time for homework discussion. Both the teachers and students were asked to complete feedback questionnaires after the classroom. We found that the two groups did not show differences in the final exam scores. However, the flipped classroom helped students to develop skills in problem solving, creative thinking and team working. Also, compared to the lecture-based classroom, both teachers and students were more satisfied with the flipped classroom. Interestingly, students had a more positive attitude towards the flipped ocular trauma classroom than the flipped glaucoma classroom regarding the teaching process, the course materials, and the value of the classroom. Therefore, the flipped classroom model in ophthalmology teaching showed promise as an effective approach to promote active learning.

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“…The TBL module was designed according to the guidance (Parmelee & Michaelsen, 2010) and included: an Individual Readiness Assurance Test (IRAT), preparatory assignments, a Group Readiness Assurance Test (GRAT), a Group Application Problem (GAP) and final examination scores (FESs). The protocol of "team-based learning" section has been published in PLoS One (Huang et al, 2016), written by the same authors of the present article. Each group was given a random topic in the first day morning of the trainee course.…”

Section: Team-based Learning Modulementioning

confidence: 99%

Evaluationof Integrated Modular Teaching in Chinese Ophthalmology Trainee Courses

Wei

Zou

et al. 2019

Preprint

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Modified Team-Based Learning in an Ophthalmology Clerkship in China

Cited by 32 publications

References 25 publications

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

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

Facing the challenges in ophthalmology clerkship teaching: Is flipped classroom the answer?

Evaluationof Integrated Modular Teaching in Chinese Ophthalmology Trainee Courses

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