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      Flipped Classroom Based on Outcomes-Based Education Improves Student Engagement and Clinical Analysis Competence in Undergraduates Ophthalmology Clerkship

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          Abstract

          Objective

          To investigate the effectiveness of flipped classrooms (FC) based on outcomes-based education (OBE) on clinical ophthalmology clerkships.

          Methods

          Ninety-nine undergraduates were non-randomly assigned to the FC based on the OBE (FC-OBE) group or traditional lecture (TL) group in the ophthalmology clerkship. Pre- and post-tests were performed to assess student learning outcomes. Anonymous questionnaires were collected to compare students’ attitudes and classroom engagements between the two groups.

          Results

          More participants agreed FC-OBE was helpful in developing teamwork ability and knowing the work standard. Teaching staff in the FC-OBE classroom received higher evaluations. More participants in the FC-OBE group had higher classroom engagement in skills and emotions than in the TL group. The post-class test scores, mainly case analysis scores were higher in the FC-OBE group than in the TL group.

          Conclusion

          FC-OBE classroom improves student engagement and clinical analysis competence in undergraduate ophthalmology clerkship.

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          Most cited references39

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          Flipped classroom improves student learning in health professions education: a meta-analysis

          Khe Hew, Chung Kwan Lo (2018)
          Background The use of flipped classroom approach has become increasingly popular in health professions education. However, no meta-analysis has been published that specifically examines the effect of flipped classroom versus traditional classroom on student learning. This study examined the findings of comparative articles through a meta-analysis in order to summarize the overall effects of teaching with the flipped classroom approach. We focused specifically on a set of flipped classroom studies in which pre-recorded videos were provided before face-to-face class meetings. These comparative articles focused on health care professionals including medical students, residents, doctors, nurses, or learners in other health care professions and disciplines (e.g., dental, pharmacy, environmental or occupational health). Method Using predefined study eligibility criteria, seven electronic databases were searched in mid-April 2017 for relevant articles. Methodological quality was graded using the Medical Education Research Study Quality Instrument (MERSQI). Effect sizes, heterogeneity estimates, analysis of possible moderators, and publication bias were computed using the Comprehensive Meta-Analysis software. Results A meta-analysis of 28 eligible comparative studies (between-subject design) showed an overall significant effect in favor of flipped classrooms over traditional classrooms for health professions education (standardized mean difference, SMD = 0.33, 95% confidence interval, CI = 0.21–0.46, p < 0.001), with no evidence of publication bias. In addition, the flipped classroom approach was more effective when instructors used quizzes at the start of each in-class session. More respondents reported they preferred flipped to traditional classrooms. Conclusions Current evidence suggests that the flipped classroom approach in health professions education yields a significant improvement in student learning compared with traditional teaching methods.
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            Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning

            Jamie Jensen, Tyler Kummer, Patricia Godoy (2015)
            Researchers show that students perform equally well in flipped and nonflipped classrooms if active-learning activities are held constant, suggesting that active learning is the key moderator of success.
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              Just imagine: new paradigms for medical education.

              Neil B. Mehta, Alan L Hull, James B. Young … (2013)
              For all its traditional successes, the current model of medical education in the United States and Canada is being challenged on issues of quality, throughput, and cost, a process that has exposed numerous shortcomings in its efforts to meet the needs of the nations' health care systems. A radical change in direction is required because the current path will not lead to a solution.The 2010 publication Educating Physicians: A Call for Reform of Medical School and Residency identifies several goals for improving the medical education system, and proposals have been made to reform medical education to meet these goals. Enacting these recommendations practically and efficiently, while training more health care providers at a lower cost, is challenging.To advance solutions, the authors review innovations that are disrupting higher education and describe a vision for using these to create a new model for competency-based, learner-centered medical education that can better meet the needs of the health care system while adhering to the spirit of the above proposals. These innovations include collaboration amongst medical schools to develop massive open online courses for didactic content; faculty working in small groups to leverage this online content in a "flipped-classroom" model; and digital badges for credentialing entrustable professional activities over the continuum of learning.
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                Author and article information

                Journal
                Journal ID (nlm-ta): Adv Med Educ Pract
                Journal ID (iso-abbrev): Adv Med Educ Pract
                Journal ID (publisher-id): amep
                Title: Advances in Medical Education and Practice
                Publisher: Dove
                ISSN (Electronic): 1179-7258
                Publication date (Electronic): 24 June 2024
                Publication date Collection: 2024
                Volume: 15
                Pages: 599-607
                Affiliations
                [1 ]Department of Ophthalmology, Children’s Hospital of Chongqing Medical University, Ministry of Education Key Laboratory of Child Development and Disorders , Chongqing, People’s Republic of China
                [2 ]International Science and Technology Cooperation Base of Child Development and Critical Disorders , Chongqing, People’s Republic of China
                Author notes
                Correspondence: Lin Chen, Children’s Hospital of Chongqing Medical University, 136, Zhongshan 2nd Road, Yuzhong District, Chongqing, 400014, People’s Republic of China, Tel +8618623041022, Fax +86-23-63651759, Email chenlin1220@126.com
                [*]

                These authors contributed equally to this work

                Author information
                http://orcid.org/0000-0003-3740-1783
                Article
                Publisher ID: 464898
                DOI: 10.2147/AMEP.S464898
                PMC ID: 11212817
                SO-VID: 35789566-ecc3-426e-9b27-1c07dc0c958c
                Copyright © © 2024 Liu et al.
                License:

                This work is published and licensed by Dove Medical Press Limited. The full terms of this license are available at https://www.dovepress.com/terms.php and incorporate the Creative Commons Attribution – Non Commercial (unported, v3.0) License ( http://creativecommons.org/licenses/by-nc/3.0/). By accessing the work you hereby accept the Terms. Non-commercial uses of the work are permitted without any further permission from Dove Medical Press Limited, provided the work is properly attributed. For permission for commercial use of this work, please see paragraphs 4.2 and 5 of our Terms ( https://www.dovepress.com/terms.php).

                History
                Date received : 20 February 2024
                Date accepted : 29 May 2024
                Page count
                Figures: 2, Tables: 3, References: 39, Pages: 9
                Funding
                Funded by: work was supported by the Education Teaching Research Project in the Children’s Hospital of Chongqing Medical University;
                This work was supported by the Education Teaching Research Project in the Children’s Hospital of Chongqing Medical University (No.EY202308).
                Categories
                Subject: Original Research

                Keywords: ophthalmology education,obe,flipped classroom,clinical clerkship,undergraduate
                Data availability:
                Keywords: ophthalmology education, obe, flipped classroom, clinical clerkship, undergraduate

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