Alabiad Chris R, Moore Kevin J, Green David P, Kofoed Matthew, Mechaber Alex J, Karp Carol L
Department of Clinical Ophthalmology, Miller School of Medicine, University of Miami, Miami, Florida.
Department of Dermatology, Harvard Medical School, Boston, Massachusetts.
J Acad Ophthalmol (2017). 2020 Jul;12(2):e96-e103. doi: 10.1055/s-0040-1713681.
The aim of the study is to report the creation of a flipped ophthalmology course and preclinical medical student perceptions and knowledge gains before and after a flipped ophthalmology course.
The form of the study discussed is an observational study.
The subjects involved in the study are second-year (U.S.) United States medical students at the University of Miami, Miller School of Medicine ( = 401).
Second-year medical students participated in a 1-week "flipped classroom" ophthalmology course geared toward primary care providers at the University of Miami, Miller School of Medicine. Eleven hours of traditional classroom lectures were condensed into 4.5 hours of short videos with self-assessment quizzes, small group discussions, and a large group case-based discussion. Fifty-seven short videos (<9 minutes) focused on major ophthalmology topics and common conditions were viewed by the students at their leisure. Students completed a pre- and post-course evaluation on their perceptions and opinions of the flipped classroom approach. Final exam scores in the flipped classroom cohort were compared with the final exam scores in the traditional didactic format used in years prior.
The main outcome measures include: student final exam performance; student satisfaction, opinions, and perceptions.
Over the course of 2 years, 401 second-year U.S. medical students participated in the flipped classroom ophthalmology course. The majority of students enjoyed the flipped classroom experience (75.3%) and expressed interest in using the approach for future lessons (74.6%). The flipped classroom videos were preferred to live lectures (61.2%). Over 90% of students stated the self-assessment quizzes were useful, 79% reported that the small group discussions were an effective way to apply knowledge, and 76% cited the large group case-based discussion as useful. Pre-course knowledge assessment scores averaged 48%. Final examination scores in the flipped group (average ± standard deviation [SD] = 92.1% ± 6.1) were comparable to that of the traditional group when evaluating identical questions (average ± SD = 91.7% ± 5.54), = 0.34.
The flipped classroom approach proved to be a well-received and successful approach to preclinical medical education for ophthalmology. This was achieved using 35% less course time than our traditional course. This innovative approach has potential for expansion to other medical schools, medical education abroad, and for other medical school modules.
本研究旨在报告翻转课堂式眼科学课程的创建情况以及临床前医学生在该课程前后的认知和知识收获。
所讨论的研究形式为观察性研究。
参与研究的对象是迈阿密大学米勒医学院的二年级（美国）医学生（n = 401）。
二年级医学生参加了为期1周的面向迈阿密大学米勒医学院初级保健提供者的“翻转课堂”眼科学课程。11小时的传统课堂讲座被浓缩为4.5小时的短视频，并配有自我评估测验、小组讨论和基于案例的大组讨论。学生们在闲暇时观看了57个（<9分钟）聚焦于主要眼科学主题和常见病症的短视频。学生们完成了关于他们对翻转课堂教学方法的认知和看法的课程前后评估。将翻转课堂组的期末考试成绩与前几年使用的传统讲授式教学的期末考试成绩进行比较。
主要观察指标包括：学生期末考试成绩；学生满意度、意见和认知。
在2年的时间里，401名二年级美国医学生参加了翻转课堂式眼科学课程。大多数学生喜欢翻转课堂体验（75.3%），并表示有兴趣在未来的课程中使用这种教学方法（74.6%）。相比于现场讲座，学生们更喜欢翻转课堂视频（61.2%）。超过90%的学生表示自我评估测验很有用，79%的学生报告说小组讨论是应用知识的有效方式，76%的学生认为基于案例的大组讨论很有用。课程前知识评估分数平均为48%。在评估相同问题时，翻转课堂组的期末考试成绩（平均值±标准差[SD]=92.1%±6.1）与传统组相当（平均值±SD = 91.7%±5.54），P = 0.34。
翻转课堂教学方法被证明是临床前医学眼科学教育中一种广受欢迎且成功的方法。与我们的传统课程相比，使用的课程时间减少了35%。这种创新方法有扩展到其他医学院校、国外医学教育以及其他医学院课程模块的潜力。
