Problem-based learning in ophthalmology: A brief review

Wadani, Fahad Al; Khan, Ataur Rahman

doi:10.4103/0974-620x.127908

Cited by 16 publications

(14 citation statements)

References 8 publications

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“…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]. These teaching methods mobilize student enthusiasm for learning ophthalmology and promote students’ engagement, interaction, and cooperation in learning.…”

Section: Introductionmentioning

confidence: 99%

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

Tang

Chen

Zhu

et al. 2017

Medical Education Online

164

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

164

172

View full text Add to dashboard Cite

show abstract

“…To date, there has been minimal research into the application of alternative educational methodologies such as the flipped classroom format to ophthalmology education. [11][12][13] Our data show that transitioning from traditional lectures to a flipped classroom curriculum for clinical optics was associated with a statistically significant increase in mean OKAP examination score for the Optics, Refraction, and Contact Lens subsection. This suggests that the flipped classroom format may be more effective than lectures for facilitating ophthalmology resident clinical optics knowledge and ability to apply this knowledge in a standardized test setting.…”

Section: Discussionmentioning

confidence: 67%

Teaching Ophthalmology Residents Clinical Optics Via a Flipped Classroom Curriculum

Park

Krisciunas

et al. 2019

J Acad Ophthalmol

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Background Clinical optics is an essential part of ophthalmology resident education that can be challenging for both learners and teachers when taught using a lecture format. The effectiveness of a flipped classroom approach in this context has not been formally evaluated. Objective The main purpose of this article is to compare the effectiveness of flipped classroom versus lecture-based clinical optics curricula in a graduate medical education setting. Design Retrospective, nonrandomized, pre- and post-interventional study from 2009 to 2016. Setting, Participants Ophthalmology residency program at the Casey Eye Institute, Oregon Health & Science University, an academic medical center in the United States. Participants included all ophthalmology residents able to take at least one Ophthalmic Knowledge Assessment Program (OKAP) examination during the years 2009 to 2016. Methods The clinical optics curriculum was changed from a lecture-based series to a flipped classroom curriculum and moved from the fall to winter during the 2012 to 2013 academic year. No major changes were made to the curriculum in other subject areas during the study period. Resident performance on the OKAP annual national in-service examination for the 4 years before and after the optics curriculum change was compared. Specifically, the scaled subtest scores from the Optics, Refraction, and Contact Lens subsection were examined, while scores from the 10 nonoptics subsections served as controls. Results Scores from 57 resident test administrations before the optics curriculum change and 59 after the optic curriculum change were available for comparison. The Optics, Refraction, and Contact Lens subsection mean scores were 50.37 ± 2.31 and 57.27 ± 2.47 before and after the optics curriculum change, respectively (mean ± 95% confidence interval). This was the only subsection score to show a statistically significant difference after the optics curriculum change (p = 0.00008). Conclusions and Relevance In comparison to a lecture-based curriculum, a flipped classroom approach to clinical optics education was found to be associated with higher ophthalmology resident performance on the optics subsection of the OKAP examination. Our study suggests that a flipped classroom format may be more effective than traditional lectures for teaching clinical optics in a graduate medical education setting.

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“…While according to Wadani (2014), states that "problem-based learning is a learning method through which the learners gain and develop upper-level skills such as problem solving and critical thinking while eliciting information from personal real-life experiences and acquiring determinate knowledge about their learning". It is a method utilizing a constructivist approach, with which students strive to solve daily issues in collaborative environments.…”

Section: Problem-based Learningmentioning

confidence: 99%

Problem Solving Ability and Communication Skill Through Problem-Based Learning Approach

Meifitri¹

2020

Proceedings of the Eighth International Conference on Languages and Arts (ICLA-2019)

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Problem-based learning (PBL) is a teaching method in which complex real-world problems are used as the vehicle to promote student learning of concepts and principles as opposed to direct presentation of facts and concepts. In addition to course-content, problem-based learning can promote the development of problemsolving ability and communication skill. Problem-solving skill help you determine the source of a problem and find an effective solution. This paper aims to discuss about the background of problem-based learning when implemented in the classroom, and how by applying the problem-based learning approach can improve the students' problem-solving ability and communication skill.

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Problem-based learning in ophthalmology: A brief review

Cited by 16 publications

References 8 publications

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

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

Teaching Ophthalmology Residents Clinical Optics Via a Flipped Classroom Curriculum

Problem Solving Ability and Communication Skill Through Problem-Based Learning Approach

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