The Flipped Classroom Approach in Ophthalmology Residency

Educational Problems Clinical Trial

Official title:

The Flipped Classroom Approach to Teaching Horizontal Strabismus in Ophthalmology Residency: A Multi-Centered Randomized Controlled Study

Clinical Trial Details — Status: Completed

Administrative data

• NCT number: NCT04381676
• Other study ID #: STUDY00001185
• Status: Completed
• Start date: October 1, 2017
• Est. completion date: August 1, 2018

Study information

• Verified date: May 2020
• Source: University of Washington
• Contact: n/a
• Is FDA regulated: No
• Study type: Observational

Clinical Trial Summary

This study aims to evaluate the flipped classroom approach compared to the traditional classroom approach in teaching horizontal strabismus in ophthalmology residency didactics.

Description:

Ophthalmology residents (post-graduate years 2-4) from 11 institutions were invited to participate. Participating residents were taught esotropia and exotropia topics sequentially, randomized by order and classroom style (flipped classroom vs. traditional lecture) one to three weeks apart. Participants were assigned a pre-class video lecture prior to the flipped classroom in-class case-based activity. The traditional classroom included a preparatory reading assignment and an in-person lecture delivered by the same instructor. Participants completed three identical 5-question content assessments (pre-test, post-test, and 3-month retention) and opinion surveys following each classroom.

Recruitment information / eligibility

• Status: Completed
• Enrollment: 110
• Est. completion date: August 1, 2018
• Est. primary completion date: July 1, 2018
• Accepts healthy volunteers: Accepts Healthy Volunteers
• Gender: All
• Age group: N/A and older

Eligibility

Inclusion Criteria:

• Ophthalmology residents of all levels (PGY2-PGY4) from 11 residency programs were invited to participate in this study

Exclusion Criteria:

• Those who did not complete both classroom styles were excluded from the survey data

• Those who lost their study-IDs were excluded from the results analysis

Related Conditions & MeSH terms

• Educational Problems

Intervention

Other:
• Flipped Classroom Approach
In the Flipped Classroom, participants form groups of 2-3 and are instructed to work together through clinical cases of the in-class case based activity, committing to group answers to the clinical questions before advancing to the next case. At the end of class, the faculty instructor facilitated a short interactive group discussion.

Locations

Country	Name	City	State
United States	Department of Ophthalmology - University of Washington	Seattle	Washington

Sponsors (1)

Lead Sponsor	Collaborator
University of Washington

Country where clinical trial is conducted

United States, 

References & Publications (19)

Allenbaugh J, Spagnoletti C, Berlacher K. Effects of a Flipped Classroom Curriculum on Inpatient Cardiology Resident Education. J Grad Med Educ. 2019 Apr;11(2):196-201. doi: 10.4300/JGME-D-18-00543.1. — View Citation

Bachorik A, Nemer MK, Chen GL, Alexander CB, Pelletier SR, Pace LE, Shields HM. Case-Based Curriculum With Integrated Smartphone Applications Improves Internal Medicine Resident Knowledge Of Contraceptive Care. Adv Med Educ Pract. 2019 Nov 19;10:971-977. doi: 10.2147/AMEP.S221256. eCollection 2019. — View Citation

Baepler PM WJ, Driessen M. It's not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers & Education. 2014;78:227-236.

Cabrera MT, Yanovitch TL, Gandhi NG, Ding L, Enyedi LB. The flipped-classroom approach to teaching horizontal strabismus in ophthalmology residency: a pilot study. J AAPOS. 2019 Aug;23(4):200.e1-200.e6. doi: 10.1016/j.jaapos.2019.02.009. Epub 2019 Jun 20. — View Citation

Casasola T SK, Nguyen T, Warschauer M. Can flipping the classroom work? Evidence from undergraduate chemistry. International Journal of Teaching and Learning in Higher Education. 2017;29(3):421-435.

Freeman S, Eddy SL, McDonough M, Smith MK, Okoroafor N, Jordt H, Wenderoth MP. Active learning increases student performance in science, engineering, and mathematics. Proc Natl Acad Sci U S A. 2014 Jun 10;111(23):8410-5. doi: 10.1073/pnas.1319030111. Epub 2014 May 12. — View Citation

Hew KF, Lo CK. Flipped classroom improves student learning in health professions education: a meta-analysis. BMC Med Educ. 2018 Mar 15;18(1):38. doi: 10.1186/s12909-018-1144-z. Review. — View Citation

Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: an overview. Theory into practice, 41(4), 212-218.

Låg, T., & Sæle, R. G. (2019). Does the Flipped Classroom Improve Student Learning and Satisfaction? A Systematic Review and Meta-Analysis. AERA Open.

Marchalot A, Dureuil B, Veber B, Fellahi JL, Hanouz JL, Dupont H, Lorne E, Gerard JL, Compère V. Effectiveness of a blended learning course and flipped classroom in first year anaesthesia training. Anaesth Crit Care Pain Med. 2018 Oct;37(5):411-415. doi: 10.1016/j.accpm.2017.10.008. Epub 2017 Nov 22. — View Citation

Martinelli SM, Chen F, DiLorenzo AN, Mayer DC, Fairbanks S, Moran K, Ku C, Mitchell JD, Bowe EA, Royal KD, Hendrickse A, VanDyke K, Trawicki MC, Rankin D, Guldan GJ, Hand W, Gallagher C, Jacob Z, Zvara DA, McEvoy MD, Schell RM. Results of a Flipped Classroom Teaching Approach in Anesthesiology Residents. J Grad Med Educ. 2017 Aug;9(4):485-490. doi: 10.4300/JGME-D-17-00128.1. — View Citation

Moulton ST, Türkay S, Kosslyn SM. Does a presentation's medium affect its message? PowerPoint, Prezi, and oral presentations. PLoS One. 2017 Jul 5;12(7):e0178774. doi: 10.1371/journal.pone.0178774. eCollection 2017. Erratum in: PLoS One. 2017 Oct 12;12 (10 ):e0186673. — View Citation

Nouri, J. The flipped classroom: for active, effective and increased learning - especially for low achievers. Int J Educ Technol High Educ 13, 33 (2016).

O'Flaherty J PC. The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education. 2015;25:85-95.

Riddell J, Jhun P, Fung CC, Comes J, Sawtelle S, Tabatabai R, Joseph D, Shoenberger J, Chen E, Fee C, Swadron SP. Does the Flipped Classroom Improve Learning in Graduate Medical Education? J Grad Med Educ. 2017 Aug;9(4):491-496. doi: 10.4300/JGME-D-16-00817.1. — View Citation

Soriano RP, Blatt B, Coplit L, CichoskiKelly E, Kosowicz L, Newman L, Pasquale SJ, Pretorius R, Rosen JM, Saks NS, Greenberg L. Teaching medical students how to teach: a national survey of students-as-teachers programs in U.S. medical schools. Acad Med. 2010 Nov;85(11):1725-31. doi: 10.1097/ACM.0b013e3181f53273. — View Citation

Wolff M, Wagner MJ, Poznanski S, Schiller J, Santen S. Not another boring lecture: engaging learners with active learning techniques. J Emerg Med. 2015 Jan;48(1):85-93. doi: 10.1016/j.jemermed.2014.09.010. Epub 2014 Oct 13. Review. — View Citation

Young TP, Bailey CJ, Guptill M, Thorp AW, Thomas TL. The flipped classroom: a modality for mixed asynchronous and synchronous learning in a residency program. West J Emerg Med. 2014 Nov;15(7):938-44. doi: 10.5811/westjem.2014.10.23515. Epub 2014 Oct 29. — View Citation

Yu TC, Wilson NC, Singh PP, Lemanu DP, Hawken SJ, Hill AG. Medical students-as-teachers: a systematic review of peer-assisted teaching during medical school. Adv Med Educ Pract. 2011 Jun 23;2:157-72. doi: 10.2147/AMEP.S14383. Print 2011. — View Citation

* Note: There are 19 references in all — Click here to view all references

Outcome

Type	Measure	Description	Time frame	Safety issue
Primary	Resident Preference	Participants were asked to complete both a written (Likert-scale) survey in the classroom and an additional online survey (Catalyst WebQ, University of Washington, Seattle, WA) following the classroom session. These surveys asked residents to rate their preference for traditional vs. flipped classroom format, the effectiveness of preparation and classroom material, and the advantages and disadvantages of the flipped classroom format	Through study completion, an average of 2 weeks
Secondary	Knowledge Acquisition	Participants were assessed a total of three times for each course (esotropia and exotropia): once prior to starting the class (pre-test), once immediately after completing the class (post-test), and once three months later. All assessments consisted of 5 OKAP style questions created by fellowship trained ophthalmologists. These test questions were previously piloted. Residents were allotted 5 minutes to complete each test.	Baseline (Before class), immediately after completing the class, 3 months after class