The Flipped Classroom Approach in Ophthalmology Residency

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

Detailed Description
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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.

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

Conditions
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Educational Problems

Intervention / Treatment
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* Other: Flipped Classroom Approach


Participation Criteria
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Eligibility Criteria
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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
Sexes Eligible for Study
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All

Accepts Healthy Volunteers
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Accepts Healthy Volunteers

Study Plan
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How is the study designed?
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Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Flipped Classroom<br>Residents in the flipped classroom were assigned a pre-class video lecture prior to completing the flipped classroom in-class case-based activity in groups of 2-3 each. | Other: Flipped Classroom Approach<br>* 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.<br>|
| Traditional Classroom<br>Residents in the traditional classroom were assigned a pre-class reading assignment followed by a 44-minute lecture that was delivered in-person using PowerPoint. | |

What is the study measuring?
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Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| 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 Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| 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 | 

 Terms related to the study
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Keywords Provided by Centre Hospitalier Valida
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Flipped Classroom