Journal article
The flipped-classroom approach to teaching horizontal strabismus in ophthalmology residency: a multicentered randomized controlled study
Journal of AAPOS, Vol.25(3), pp.137.e1-137.e6
06/2021
DOI: 10.1016/j.jaapos.2021.01.008
PMCID: PMC8337440
PMID: 34082113
Abstract
The flipped-classroom involves watching prerecorded lectures at home followed by group learning exercises within the classroom. This study compares the flipped classroom approach with the traditional classroom for teaching horizontal strabismus didactics in ophthalmology residency.
In this multicenter, randomized controlled survey study from October 2017 to July 2018, 110 ophthalmology residents were taught esotropia and exotropia sequentially, randomized by order and classroom style. Flipped classroom participants were assigned a preclass video lecture prior to the in-class case-based activity. The traditional classroom included a preparatory reading assignment and an in-person lecture. Residents completed three identical 5-question assessments (pretest, post-test, and 3-month retention) and surveys for each classroom. The primary outcome measured residents’ preferences for classroom styles; the secondary outcome compared knowledge acquisition.
In our study cohort, the flipped classroom resulted in greater at-home preparation than the traditional classroom (P = 0.001) and was preferred by 33 of 53 residents (62%); 45 of 53 (85%) wished to see the flipped classroom used at least 25% of the time. The exotropia flipped classroom scored higher than traditional classroom on the pretest (3.71/5 [74%] vs 2.87/5 [57%]; P < 0.001) and post-test (4.53/5 [91%] vs 4.13/5 [83%]; P = 0.01) but not the 3-month retention test (3.53/5 [71%] vs 3.37/5 [67%]; P = 0.48). The esotropia classroom styles did not differ on pre- or post-test but demonstrated higher scores for the traditional classroom at 3-month retention (3.43/5 [69%] vs 2.92/5 [58%]; P = 0.03). Advantages cited for flipped classroom include being interactive and engaging while incentivizing better classroom preparation.
The flipped classroom method was received favorably by trainees and may complement traditional methods of teaching.
Details
- Title: Subtitle
- The flipped-classroom approach to teaching horizontal strabismus in ophthalmology residency: a multicentered randomized controlled study
- Creators
- Randy Y Lu - University of WashingtonTammy Yanovitch - University of OklahomaLaura Enyedi - Duke UniversityNandini Gandhi - University of California, DavisMatthew Gearinger - University of RochesterAlejandra G de Alba Campomanes - University of California, San FranciscoKara M Cavuoto - University of MiamiMichael Gray - Cincinnati Children's Hospital Medical CenterPavlina S Kemp - University of IowaEvan Silverstein - Virginia Commonwealth UniversityAllison R Loh - Oregon Health & Science UniversityLeona Ding - University of WashingtonMichelle T Cabrera - University of Washington
- Resource Type
- Journal article
- Publication Details
- Journal of AAPOS, Vol.25(3), pp.137.e1-137.e6
- DOI
- 10.1016/j.jaapos.2021.01.008
- PMID
- 34082113
- PMCID
- PMC8337440
- NLM abbreviation
- J AAPOS
- ISSN
- 1091-8531
- eISSN
- 1528-3933
- Publisher
- Elsevier Inc
- Grant note
- Research to Prevent Blindness (https://doi.org/10.13039/100001818) EY001730 / NIH CORE University of Washington (https://doi.org/10.13039/100007812)
- Language
- English
- Date published
- 06/2021
- Academic Unit
- Stead Family Department of Pediatrics; Ophthalmology and Visual Sciences
- Record Identifier
- 9984197931902771
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