Traditional Lecture-based Teaching Research Articles

Comparison of case-based learning and traditional method in teaching postgraduate students of medical oncology

Purpose: Case-based learning (CBL) is now used as a teaching strategy to promote clinical problem-solving ability. The purpose of this study was to determine whether CBL is superior to the traditional teaching method in teaching lung cancer curriculum to oncology students.Methods: This study was a randomized controlled trial, enrolled 80 first-year oncology postgraduates from Bengbu medical college in the past 3 years. They were randomized to divide into 2 groups, had courses with the same lung cancer contents and timing. The experimental group (n = 40) utilized the CBL method while the control group (n = 40) used the traditional lecture-based teaching method. A questionnaire was used to attain the students’ learning satisfaction and self-efficacy of the course, and a post-study examination was used to assess end-of-course performance.Results: Complete data were obtained from participating students (n = 40 in CBL; n = 40 in traditional teaching). The CBL group performed significantly better in questionnaire and examination compared to traditional teaching groups. Students showed high levels of satisfaction and problem-solving ability in the CBL group.Conclusion: Compared with the traditional teaching method. The case teaching method is a more effective teaching method to improve the ability of problem-solving for graduate students in medical oncology.

To flip or not to flip: What the evidence suggests

A growing body of literature points to the need to rethink the traditional lecture-based teaching methodology. The flipped classroom is a pedagogical model in which students are exposed to new material outside of the classroom via lecture videos, assigned readings, or other online videos or resources while the traditional face-to-face classroom sessions are repurposed for assimilating and applying knowledge gained through discussions, hands-on activities and problem solving. The authors investigate the effectiveness of a flipped class by examining student academic performance, course content coverage, retention of students in courses, and student perception of flipped classes. The results demonstrate improved student performance, improved course retention, and positive student perception, with minimal loss of content.

The Use of Simulation Games and Tabletop Exercises in Disaster Preparedness Training of Emergency Medicine Residents

Introduction:Emergency physicians play a frontline role in hospital disaster responses and require appropriate training.Aim:The aim of the current study was to pilot and compare the effectiveness of two emergency preparedness teaching interventions: the first employing traditional lecture-based instruction (LEC) and the second utilizing interactive simulation/game-based teaching (SIM).Methods:A two-group randomized pre- and post-test design was implemented into the didactic curriculum of the Emergency Medicine (EM) Residency Training Program at the San Lucas Episcopal Hospital in Ponce, Puerto Rico. Residents (n=23) completed either a LEC (control) or SIM teaching module (single day, one to two hours) focusing on emergency preparedness concepts, disaster-related clinical decision-making, and physician responsibilities during hospital disaster protocols. Knowledge-based multiple-choice exams and scenario-based competency exams were administered at three different time points: one-week pre-intervention, immediately post-training, and two-weeks post-training. Test scores were compared between groups at each time point using the Mann-Whitney U test.Results:Following the teaching interventions, no significant differences were found between the LEC group versus the SIM group in knowledge-based exam performance (LEC 81.1%[9.4] vs. SIM 74.9%[12.1]; U=42.50, p=0.15) and scenario-based exam performance (LEC 80.0%[9.7] vs. SIM 80.2%[9.2]; U=62.00, p=0.83), suggesting both teaching methods were similarly effective. Indeed, knowledge-based exam scores improved two-fold and scenario-based exam scores improved by over 50% immediately following training relative to baseline exam scores. Two-weeks post-training, a significant decrease in scenario-based exam performance was found in the LEC group relative to the SIM group (LEC 63.1%[11.6] vs. SIM 75.4%[11.5]; U=91.50, p=0.036), suggesting residents who train with simulations show greater retention of scenario-based concepts compared to those who train with lecture-based training alone.Discussion:The current study highlights the potential dual value of incorporating simulation training in EM emergency preparedness curriculums in improving both knowledge and concept retention of physician disaster responsibilities.

Simulation Training for Operational Medicine Providers (STOMP): Impact of a Comprehensive Skills-Based Curriculum for Military General Medical Officers.

A standardized training curriculum designed for general medical officers (GMO) titled Simulation Training for Operational Medicine Providers (STOMP) was recently developed to educate and improve GMOs' procedural skills through directed feedback prior to assuming duties in an operational environment. This study aimed to determine the impact this novel curriculum had on GMOs'confidence levels in 21 core privileges covering eight different subspecialties while stationed at Naval Medical Center Portsmouth (NMCP). A cohort study from 2015 to 2017 was designed to address our specific aim to examine if the implementation of the STOMP curriculum increased GMOs' confidence levels. Fifty-seven participants enrolled in the study. The GMO case group completed the STOMP curriculum (n = 22), while the control or GMO self-study group (n = 35) did not complete the curriculum. Six months after starting clinical practice at NMCP, both groups completed an online survey that assessed their confidence level in performing each core privilege using a 5-point Likert scale. Scores were analyzed using a Wilcoxon Mann-Whitney test. Research data were derived from an approved Naval Medical Center, Portsmouth, Virginia IRB, protocol number: NMCP.2016.0010. Participants demonstrated a statistically significant increase in self-rated confidence scores (p < 0.05) in nine core privilege skills: punch biopsy, shave biopsy, excisional biopsy, removal of otic foreign body, removal of nasal foreign body, removal of ocular foreign body, tonometry, incision and drainage of a thrombosed hemorrhoid, and reduction of simple closed fractures and dislocations. These findings suggest that a novel and recently developed standardized simulation training curriculum entitled STOMP improves the confidence levels of early career physicians' in several primary care procedural skills and is an ideal adjunct to traditional lecture-based teaching prior to independent practice in a primary care environment.

Perceived supports and evidence-based teaching in college STEM

BackgroundEvidence-based teaching, such as active learning, is associated with increases in student learning and engagement. Although many faculty are beginning to adopt innovative practices, traditional lecture-based teaching tends to dominate college science education. What are the factors associated with faculty’s decision to incorporate evidence-based teaching? While there are known barriers that limit adoption of evidence-based practices in science classrooms (e.g., lack of time, student resistance), the present work reveals that instructors’ perceptions of supports (e.g., access to teaching resources, encouragement from colleagues) shows a stronger relationship to instructors’ use of evidence-based teaching.ResultsThese results come from a uniquely large dataset of college science faculty and instructors from across the USA (n = 584), who received training in evidence-based teaching. Multiple linear regression analyses of the relationship among perceived supports, barriers, and reported implementation of evidence-based practices showed that instructors report greater implementation when they perceive more social, personal, and resource supports even when barriers are also indicated as present.ConclusionFaculty’s perceived supports, not perceived barriers, are most strongly related to their reported implementation of evidence-based teaching. These findings suggest relevant stakeholders devote increased attention identifying and building the factors that promote evidence-based teaching in addition to reducing what inhibits it.

Video delivery of toxicology educational content versus textbook for asynchronous learning, using acetaminophen overdose as a topic

Objectives: Advances in technology have brought with them innovations in delivery of medical educational content; for example, audio and video podcasts, flipped classroom learning, and e-books. These new modalities may be useful for delivery of content asynchronously, as an adjunct to traditional lecture-based and bedside clinical teaching. Here, we measured the differences in knowledge acquisition between medical students using a video-based content delivery method and students using a traditional method of asynchronous content delivery (a textbook chapter). We also measured student preferences regarding asynchronous content delivery.Methods: A 4.5-minute educational video was created by a content expert using VideoScribe software. Acetaminophen toxicity was selected as the sample topic. Survey Monkey software was used to create a pre-test, post-test, and to gather data regarding student preferences. Students were given the pre-test, then they were randomized to either read a chapter on acetaminophen overdose from an emergency medicine reference text or to view the video; they were then given the post-test and the preferences survey. The results were then categorized and analysed using descriptive statistics and linear regression.Results: Sixty-nine student responses were initiated, 14 of whom did not complete the full survey, leaving 55 students who were included in the final analysis. Fifteen first year, 27 second-year, 8 third-year, and 5 fourth-year students participated. Twenty-eight students were randomized to reading the textbook chapter, and 31 were randomized to view the video; 4 students in the textbook group did not finish the educational activity. On average, students who took the video training correctly answered 1.1 (95% CI: 0.1–2.2, p = .03) more questions correctly after adjusting for pretest score and year in medical school than those who read the textbook chapter. A preference for watching a video over reading a textbook chapter was expressed by 78.4% of students, while 98% of students either agreed or strongly agreed with the statement that they would be comfortable using the internet to learn new concepts. No students reported that they were very satisfied and 57% of students reported being satisfied reading the textbook chapter, while 93.3% were either satisfied or very satisfied viewing the video.Conclusions: Video delivery of educational content was associated with higher student satisfaction and relative improvement in score compared to textbook. Students overall expressed comfort using the internet and new technology to obtain new medical education. The authors were involved with creation of the video and quiz, which may confound results. Future exploration into retention of knowledge could be warranted.

Integrating environmental sustainability in undergraduate mechanical engineering courses using guided discovery instruction

In this paper we discuss a guided discovery instruction approach for integrating environmental sustainability in undergraduate mechanical engineering courses. To validate the proposed approach, we conducted two studies with students in a computer-aided design and prototyping course. The first study verified the feasibility of incorporating guided discovery instruction for teaching environmental sustainability using a structural shape synthesis design task. The second study compared the influences of the guided discovery instruction approach and traditional lecture-based instruction on students' understanding of environmental sustainability concepts. Results show the guided discovery instruction approach facilitated a better understanding of interactions among design parameters and the resulting environmental impact. We also found that students in the guided discovery instruction group gave more prominence to modifying design parameters specific to mechanical engineering concepts taught in the course. These findings suggest that using guided discovery instruction to teach environmental sustainability in undergraduate mechanical engineering courses is beneficial for promoting students' understanding of complex relationships between domain-specific design parameters and environmental sustainability.

Team-based learning: assessing the impact on anatomy teaching in People&amp;rsquo;s Republic of China

ObjectivesIn this study, the effects of team-based learning (TBL) method on the anatomy course for students in People’s Republic of China were assessed.MethodsThe students were randomly divided into the traditional lecture-based teaching group (traditional learning [TL] group, 99 students) and TBL teaching group (98 students). The TBL method required the students to prepare the assigned content in advance and discuss some specific topics in small groups. The test scores and questionnaire were applied to evaluate the effects of the two methods.ResultsThe students in TBL group had higher examination scores (81.70±8.53 vs 74.41±8.27, F[1,195] =124.6, p<0.01). The ratios of students with excellent (13.27% vs 9.09%, χ2[1] =4.00, p=0.041) and good scores (25.51% vs 16.16%, χ2[1] =4.85, p=0.027) were markedly increased in the TBL than the TL group, and the ratio of students who had just managed to pass was decreased (17.34% vs 32.33% in TL group, χ2[1] =5.91, p=0.015). The students in TBL group significantly achieved some improvement in mutual communication ability (χ2[1] =7.54, p=0.006), expression ability (χ2[1] =4.930, p=0.026), generalization capacity (χ2[1] =4.08, p=0.043), cooperative ability cultivation (χ2[1] =5.04, p=0.024), knowledge extension (χ2[1] =4.50, p=0.034), and enthusiasm mobilization (χ2[1] =4.27, p=0.039).ConclusionTBL could improve not only the test scores of the students, but also their study enthusiasm, initiative learning ability, communication ability, and team awareness.

Application of case-based multidisciplinary team teaching mode in clinical practice teaching of gynecology

Objective To explore the feasibility and evaluate the teaching effect of case-based multidisciplinary team teaching mode in clinical practice teaching of gynecology. Method According to different grade, 120 students were divided into experimental group and control group (60 students per group). The teaching content contained three malignant tumor cases, which were cervical cancer, endometrial cancer and ovarian cancer. The course needed 12 periods totally. The experimental group received multidisci-plinary team (MDT) teaching mode, and the control group received traditional lecture-based learning teaching mode (LBL). Teaching effect evaluation and test scores would be analyzed at the end of teaching. SPSS19.0 was used for t test and chi-square test. Results Our results showed that the theory test scores, practical skills test scores, the paperwork scores and the total scores of the students in MDT group were significantly higher than those in the traditional group (P<0.05). At the same time, the students' self-evaluation scores in the ability of information retrieval, acquisition, understanding, comprehensive and the ability of self-learning, learning interest, enthusiasm and teamwork were significantly higher than the traditional group (P<0.05). Conclusion MDT teaching mode is feasible, which can improve teaching effect and students' quality, and is worthy of advocating and popularization. Key words: Gynecology; Multidisciplinary team; Case-based learning; Clinical internship teaching

A Trial and Perceptions Assessment of APP-Based Flipped Classroom Teaching Model for Medical Students in Learning Immunology in China

The application-based flipped classroom (APP-FC) is an innovative teaching-learning model that has not been applied and assessed in basic medical curricula teaching in China. The aim of this investigation is to assess students’ perceptions to the APP-based flipped classroom (APP-FC) teaching model in an immunology course. The data of this study were collected from second-year medical students (n = 92) at Lanzhou University. One class (n = 50), as a control group, was offered lecture-based learning (LBL), while the other class (n = 42), as the APP-FC group, was given lecture-based instruction and the APP-FC teaching model during September–November 2017. Afterward, the perceptions of students on APP-FC teaching model were evaluated using questionnaires. Students responded that APP-FC improves their motivation (83%) and interest in learning immunology (81%), as well as their self-directed learning skills (81%). Compared to the traditional lecture-based instruction, the APP-FC noticeably improved students’ motivation in learning (P = 0.011), self-directed learn skills (P = 0.001), memory abilities (P = 0.009), and problem-solving abilities (P = 0.010). Most medical students’ scores (60%) in the final examination were more than 80 points after implementing an APP-FC model as compared to the control group (40%). The majority of students (70%) preferred the APP-FC teaching approach over traditional lecture-based pedagogy. The implementation of the APP-FC teaching model could improve students’ learning motivation, self-directed learn skills, and problem-solving abilities, which is a preferable teaching model for medical immunology courses in China.

Two Case Studies Comparing Flipped Teaching and Online Teaching with the Traditional Lecture‐based Teaching

Flipped teaching has expanded into many classrooms over the recent years due to its student‐centered focus. Similarly, online teaching has also gained popularity due to the flexibility it offers to students. In the first case study, we compared scores on exams from the traditional lecture‐based teaching method with that of a flipped teaching style in a graduate level Advanced Human Physiology (NURS514) course for the Nurse Anesthesia (CRNA) students. In the second case study, we compared scores on exams between a traditional and an online NURS514 course from the Nurse Practitioner (NP) program between two semesters. Since the exam averages were consistently high in every exam whether it was lecture‐based or flipped teaching, there was no significant difference between the two methods of teaching among the CRNA classes. However, over 80% of the CRNA students reported that they would recommend flipped teaching in the future. The NP class, on the other hand, performed significantly better in their exams in the online course compared to the face‐to‐face class (p &lt; 0.05). The success with online student performance is partly due to the flexibility students have in pacing their learning through lecture videos instead of the continuous four‐hour weekly lectures in the face‐to‐face setting. Newer teaching methods such as flipped teaching and online class could successfully replace traditional lecture‐based courses.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Reforms in VUmc School of Medical Sciences Amsterdam: Student engagement, a Minor elective semester and stakeholder collaboration in improving the quality of assessments

Background: At VUmc School of Medical Sciences, major curricular reforms occurred in 2005 and 2015, related to the introduction of a Bachelor-Master structure, a new legislation from the Ministry of Education, the changing societal context, and taking note of students’ and teachers’ needs.Summary of work: Along with the introduction of the Bachelor-Master system, the period between 2005 and 2009 saw the movement from traditional lecture-based teaching to small group teaching in a competency-based curriculum, in which the students were responsible for their learning. Student engagement grew through students’ designing learning modules and conducting some of the teaching. In the Bachelor program, an elective “Minor”, was designed to broaden and deepen the knowledge of our students beyond the core learning outcomes, in a discipline of their choice. The examination board (EB), responsible for maintaining the quality of assessment, was split into the General EB, which handled overall strategy issues, and the Executive EB, which handled student requests and monitored the quality of assessments.Lessons learned: Students develop a sense of what education is about if they are provided opportunities in designing teaching and conducting it. A Minor elective in the medical study can provide the students with an opportunity to learn outside the medical field. Collaborative working between different stakeholders in a medical school is crucial for safeguarding the quality of assessments. Curricular reforms need time to be accepted and integrated into the culture of the medical school. The educational vision needs to be refreshed regularly in alignment with the changing societal context.

Investigating the impact of blended learning on academic performance in a first semester college physics course

This study investigates the impact of blended learning—which combines face-to-face classroom instruction with online-mediated instruction—in the context of College d’enseignement general et professionnel (CEGEP) pre-university science students. Although blended learning is a relatively recent addition to the college science classroom, studies have demonstrated that blended learning can create a more positive and active learning environment, and enhance both the quality of instruction and student learning outcomes in Science, Technology, Engineering, and Mathematics (STEM) education. Today, blended learning approaches are increasingly adopted in classrooms across North American colleges and universities, yet blended learning has received limited attention in the context of CEGEP pre-university programs. The present study sought to address this gap by examining the effectiveness of instruction in the mechanics course in the physics pre-university program at an English CEGEP, comparing the blended learning approach and the traditional lecture-based instruction. The results suggest that the blended learning approach leads to more conceptual change, acquisition of more skills, and higher performance. The findings of this research provide valuable implications and encouragement for future implementations of blended learning in CEGEPs.

An Analysis of Transformation of Teaching and Learning of Japanese Schools that Significantly Addressed Education for Sustainable Development

Abstract Education for Sustainable Development (ESD) requires learner-centred and interactive teaching strategies such as critical thinking, participatory decision-making, value-based learning, and multi-method approaches, all of which to some degree contrast traditional lecture-based teaching practices. As there is very little evidence providing international comparison across different educational backgrounds, the research digs deeper into the effects of a pluralistic ESD approach to teaching in the context of Japanese primary and secondary education. Based on answers from a questionnaire administered by head teachers in 469 ESD schools, the present research shows that teachers recognise that at least in relation to the local environment, community welfare, and depopulation of communities, the students are increasingly aware of their role and the need to act ambitiously to create a sustainable society. In these teacher comments about ESD methods, the main emphases were on the whole system, for example, the use of integrated studies (referred to 37 times), cross-curriculum development (13), and the ESD calendar (12). The fact that ESD is learner-centred (26), learning in the society (23) focused on collaboration with local community, and based on active learning (20) also frequently appeared. The research also reveals that by using local resource materials and conducting experiential activities, studentsí awareness of their local district deepens, and students then start to tackle with difficulties of local society such as declining population, protection of natural environment, and preservation of traditional culture by themselves. However, it cannot be said that teachers clearly understand their role as coaches and change agents, and there were no reported cases of teachers and students collaboratively designing school activities. Thus, there is still space for more profound teaching and learning growth in ESD in Japan.

Investigating and improving introductory physics students’ understanding of symmetry and Gauss’s law

We discuss an investigation of student difficulties with symmetry and Gauss’s law and how the research on students’ difficulties was used as a guide to develop a tutorial related to these topics to help students in the calculus-based introductory physics courses learn these concepts. During the development of the tutorial, we interviewed students individually at various stages of development and administered written tests in the free-response and multiple-choice formats on these concepts to learn about common student difficulties. We also obtained feedback from physics instructors who teach introductory physics courses regularly in which these concepts were covered. The students in several ‘equivalent’ sections worked on the tutorial after traditional lecture-based instruction. We discuss the performance of students on the written pre-test (administered after lecture-based instruction in relevant concepts) and post-test given after students worked on the tutorial. We find that on the pre-test, all sections of the course performed comparably regardless of the instructor. Also, on average, student performance on the post-test after working on the tutorial is significantly better than on the pre-test after lecture-based instruction. We also compare the post-test performance of introductory students in sections of the course in which the tutorial was used versus not used and find that sections in which students engaged with the tutorial outperformed those in which students did not engage with it.

Calculus Students Flipped Out: The Impact of Flipped Learning on Calculus Students' Achievement and Perceptions of Learning

This assessment study examined one potential instructional method for improving student learning in Calculus for majors, flipped learning, in comparison with traditional lecture-based instruction. Results suggest that participation in flipped learning substantially improved growth in achievement over the semester, final exam grades, and final course grades. In contrast, there was no difference between the two groups in terms of students' beliefs about learning mathematics. Additionally presented is a review of the changes made from the first year to the second year of implementing flipped learning, and how these changes are believed to have assisted with the increased impact on student learning.

Investigating and improving introductory physics students’ understanding of the electric field and superposition principle

We discuss an investigation of the difficulties that students in a university introductory physics course have with the electric field and superposition principle and how that research was used as a guide in the development and evaluation of a research-validated tutorial on these topics to help students learn these concepts better. The tutorial uses a guided enquiry-based approach to learning and involved an iterative process of development and evaluation. During its development, we obtained feedback both from physics instructors who regularly teach introductory physics in which these concepts are taught and from students for whom the tutorial is intended. The iterative process continued and the feedback was incorporated in the later versions of the tutorial until the researchers were satisfied with the performance of a diverse group of introductory physics students on the post-test after they worked on the tutorial in an individual one-on-one interview situation. Then the final version of the tutorial was administered in several sections of the university physics course after traditional instruction in relevant concepts. We discuss the performance of students in individual interviews and on the pre-test administered before the tutorial (but after traditional lecture-based instruction) and on the post-test administered after the tutorial. We also compare student performance in sections of the class in which students worked on the tutorial with other similar sections of the class in which students only learned via traditional instruction. We find that students performed significantly better in the sections of the class in which the tutorial was used compared to when students learned the material via only lecture-based instruction.

Interactive case-based learning improves resident knowledge and confidence in reproductive endocrinology and infertility

Resident physicians’ scores on the REI section of the CREOG exam are traditionally low, and nearly 40% of house staff nation-wide perceive their REI knowledge to be poor. We aimed to assess whether an interactive case-based group-learning curriculum would narrow the REI knowledge gap by improving understanding and retention of core REI concepts under the time constraints affecting residents. A three-hour case-based workshop was developed to address four primary CREOG objectives. A multiple-choice test was administered immediately before and after the intervention and 7 weeks post-workshop, to evaluate both knowledge and confidence. Following the intervention, residents self-reported increased confidence with counseling and treatment of PCOS, ovulation induction cycle monitoring, counseling and treatment of POI, and breaking bad news related to infertility (p < 0.05). The multiple-choice exam was re-administered 7 weeks post-intervention, and scores remained significantly improved compared to pre-workshop scores (p < 0.05). At that time, all residents either strongly agreed (91.7%) or agreed (8.3%) that the case-based interactive format was preferable to traditional lecture-based teaching. In conclusion, a nontraditional curriculum aimed at teaching core REI concepts to residents through interactive case-based learning can be successfully integrated into a residency curriculum, and significantly improves knowledge and confidence of critical concepts in REI.

Effectiveness of various innovative learning methods in health science classrooms: a meta-analysis.

This study reports the results of a meta-analysis of the available literature on the effectiveness of various forms of innovative small-group learning methods on student achievement in undergraduate college health science classrooms. The results of the analysis revealed that most of the primary studies supported the effectiveness of the small-group learning methods in improving students' academic achievement with an overall weighted average effect-size of 0.59 in standard deviation units favoring small-group learning methods. The subgroup analysis showed that the various forms of innovative and reform-based small-group learning interventions appeared to be significantly more effective for students in higher levels of college classes (sophomore, junior, and senior levels), students in other countries (non-U.S.) worldwide, students in groups of four or less, and students who choose their own group. The random-effects meta-regression results revealed that the effect sizes were influenced significantly by the instructional duration of the primary studies. This means that studies with longer hours of instruction yielded higher effect sizes and on average every 1h increase in instruction, the predicted increase in effect size was 0.009 standard deviation units, which is considered as a small effect. These results may help health science and nursing educators by providing guidance in identifying the conditions under which various forms of innovative small-group learning pedagogies are collectively more effective than the traditional lecture-based teaching instruction.

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

ABSTRACTBackground: 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