Flipped ophthalmology classroom augmented with case-based learning

Ryan J Diel; Kelly H Yom; David Ramirez; Karam Alawa; Justine Cheng; Salma Dawoud; Michelle R Snyder; Pavlina S Kemp

doi:10.5693/djo.01.2021.01.004

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Flipped ophthalmology classroom augmented with case-based learning

Journal article

Open access

Peer reviewed

Flipped ophthalmology classroom augmented with case-based learning

Ryan J Diel, Kelly H Yom, David Ramirez, Karam Alawa, Justine Cheng, Salma Dawoud, Michelle R Snyder and Pavlina S Kemp

Digital journal of ophthalmology : DJO / sponsored by Massachusetts Eye and Ear Infirmary, Vol.27(1), pp.1-5

2021

DOI: 10.5693/djo.01.2021.01.004

PMID: 33907530

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https://doi.org/10.5693/djo.01.2021.01.004View

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Abstract

Although the flipped classroom model provides an effective way to teach ophthalmology to medical students, there are concerns that it overburdens the learner. The purpose of this study was to assess medical students' perceptions of a case-based flipped classroom style compared with a traditional didactic lecture series and to evaluate the effects of case-based learning on students' confidence in managing common ophthalmic complaints. We created an interactive, case-based flipped classroom ophthalmology curriculum. Paired pre- and post-clerkship surveys were distributed to students on the first and last day of the 2-week clerkship. Questions were formatted as statements using a 6-point Likert scale to assess students' prior exposure to a flipped classroom, perceptions of the flipped classroom curriculum, and confidence in evaluating ophthalmic complaints. A total of 75 students were included during the period July 2019 to March 2020. Pre-clerkship questionnaires revealed no preference for either teaching modality. Wilcoxon signed-rank testing comparing pre- and post-clerkship data revealed a significant increase in students' favoring the case-based flipped-classroom model. Participants reported significant reductions in pressure to perform, course burden, and overall anxiety as well as increased confidence in triaging common eye complaints. The case-based flipped classroom modality prioritizes key learning objectives while increasing student participation and confidence. The reproducibility and accessibility of standardized prepared video lectures and cases may help institutions to better incorporate ophthalmology into preexisting rotations.

Details

Title: Subtitle: Flipped ophthalmology classroom augmented with case-based learning
Creators: Ryan J Diel - Department of Ophthalmology and Visual Sciences, University of Iowa Hospitals & Clinics, Iowa City, Iowa
Kelly H Yom - Department of Ophthalmology and Visual Sciences, University of Iowa Hospitals & Clinics, Iowa City, Iowa
David Ramirez - Department of Ophthalmology and Visual Sciences, University of Iowa Hospitals & Clinics, Iowa City, Iowa
Karam Alawa - Department of Ophthalmology and Visual Sciences, University of Iowa Hospitals & Clinics, Iowa City, Iowa
Justine Cheng - Department of Ophthalmology and Visual Sciences, University of Iowa Hospitals & Clinics, Iowa City, Iowa
Salma Dawoud - Department of Ophthalmology and Visual Sciences, University of Iowa Hospitals & Clinics, Iowa City, Iowa
Michelle R Snyder - Department of Ophthalmology and Visual Sciences, University of Iowa Hospitals & Clinics, Iowa City, Iowa
Pavlina S Kemp - Department of Ophthalmology and Visual Sciences, University of Iowa Hospitals & Clinics, Iowa City, Iowa
Resource Type: Journal article
Publication Details: Digital journal of ophthalmology : DJO / sponsored by Massachusetts Eye and Ear Infirmary, Vol.27(1), pp.1-5
DOI: 10.5693/djo.01.2021.01.004
PMID: 33907530
ISSN: 1542-8958
Language: English
Date published: 2021
Academic Unit: Stead Family Department of Pediatrics; Ophthalmology and Visual Sciences
Record Identifier: 9984101613802771

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