Flipped Ophthalmology Classroom: A Better Way to Teach Medical Students

Abstract

Abstract Objective While medical education has generally progressed, advancements in ophthalmic education have been minimal. The flipped classroom technique is a research-supported approach to adult learning that encourages active participation. The effectiveness of widely implementing the flipped classroom modality in ophthalmology had not been studied. The purpose of this study was to evaluate a flipped classroom, primary care-focused curriculum for medical students in their ophthalmology clerkship. Methods The ophthalmology clerkship curriculum was changed from a traditional, diagnosis-focused, lecture-based system to a chief complaint-based, flipped classroom structure. The study was performed over a 3-year period from 2016 (full traditional lecture-based system) to 2018 (full flipped classroom structure). Medical students' evaluations of the clerkship, recorded lecture viewership, and exam scores were retrospectively reviewed. Cohorts from study years 2016 and 2018 were used to assess knowledge acquisition and the attitudes of learners after implementing a flipped classroom structure. Results The primary care-focused, flipped classroom received a higher clerkship rating than the diagnosis-based traditional classroom (mean 4.18 vs. 3.82, respectively, p = 0.008). Students of the flipped classroom modality found the teaching sessions more valuable, experienced more direct interaction with faculty and residents, regarded the faculty and residents as excellent teachers, and received feedback that helped them assess their individual skills and progress. These improvements were made without changing test performance while only modestly increasing hours spent studying. Conclusion A chief complaint-based, flipped classroom approach to the basic ophthalmology clerkship increased student satisfaction, without changing the amount of knowledge gained. This resulted in more valuable and effective learning experiences for medical students.