- ICH GCP
- Amerikanska kliniska prövningsregistret
- Klinisk prövning NCT04381676
The Flipped Classroom Approach in Ophthalmology Residency
5 maj 2020 uppdaterad av: Michelle T. Cabrera, University of Washington
The Flipped Classroom Approach to Teaching Horizontal Strabismus in Ophthalmology Residency: A Multi-Centered Randomized Controlled Study
This study aims to evaluate the flipped classroom approach compared to the traditional classroom approach in teaching horizontal strabismus in ophthalmology residency didactics.
Studieöversikt
Status
Avslutad
Betingelser
Intervention / Behandling
Detaljerad beskrivning
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.
Studietyp
Observationell
Inskrivning (Faktisk)
110
Kontakter och platser
Det här avsnittet innehåller kontaktuppgifter för dem som genomför studien och information om var denna studie genomförs.
Studieorter
-
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Washington
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Seattle, Washington, Förenta staterna, 98195
- Department of Ophthalmology - University of Washington
-
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Deltagandekriterier
Forskare letar efter personer som passar en viss beskrivning, så kallade behörighetskriterier. Några exempel på dessa kriterier är en persons allmänna hälsotillstånd eller tidigare behandlingar.
Urvalskriterier
Åldrar som är berättigade till studier
- Barn
- Vuxen
- Äldre vuxen
Tar emot friska volontärer
Ja
Kön som är behöriga för studier
Allt
Testmetod
Icke-sannolikhetsprov
Studera befolkning
Ophthalmology residents from all levels (PGY2-PGY4) in the United States.
Beskrivning
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
Studieplan
Det här avsnittet ger detaljer om studieplanen, inklusive hur studien är utformad och vad studien mäter.
Hur är studien utformad?
Designdetaljer
Kohorter och interventioner
Grupp / Kohort |
Intervention / Behandling |
---|---|
Flipped Classroom
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.
|
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.
|
Traditional Classroom
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.
|
Vad mäter studien?
Primära resultatmått
Resultatmått |
Åtgärdsbeskrivning |
Tidsram |
---|---|---|
Resident Preference
Tidsram: Through study completion, an average of 2 weeks
|
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
|
Sekundära resultatmått
Resultatmått |
Åtgärdsbeskrivning |
Tidsram |
---|---|---|
Knowledge Acquisition
Tidsram: Baseline (Before class), immediately after completing the class, 3 months after class
|
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.
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Baseline (Before class), immediately after completing the class, 3 months after class
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Samarbetspartners och utredare
Det är här du hittar personer och organisationer som är involverade i denna studie.
Sponsor
Utredare
- Huvudutredare: Michelle T Cabrera, MD, University of Washington
Publikationer och användbara länkar
Den som ansvarar för att lägga in information om studien tillhandahåller frivilligt dessa publikationer. Dessa kan handla om allt som har med studien att göra.
Allmänna publikationer
- Wolff M, Wagner MJ, Poznanski S, Schiller J, Santen S. Not another boring lecture: engaging learners with active learning techniques. J Emerg Med. 2015 Jan;48(1):85-93. doi: 10.1016/j.jemermed.2014.09.010. Epub 2014 Oct 13.
- Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: an overview. Theory into practice, 41(4), 212-218.
- Cabrera MT, Yanovitch TL, Gandhi NG, Ding L, Enyedi LB. The flipped-classroom approach to teaching horizontal strabismus in ophthalmology residency: a pilot study. J AAPOS. 2019 Aug;23(4):200.e1-200.e6. doi: 10.1016/j.jaapos.2019.02.009. Epub 2019 Jun 20.
- Casasola T SK, Nguyen T, Warschauer M. Can flipping the classroom work? Evidence from undergraduate chemistry. International Journal of Teaching and Learning in Higher Education. 2017;29(3):421-435.
- Baepler PM WJ, Driessen M. It's not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers & Education. 2014;78:227-236.
- O'Flaherty J PC. The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education. 2015;25:85-95.
- Nouri, J. The flipped classroom: for active, effective and increased learning - especially for low achievers. Int J Educ Technol High Educ 13, 33 (2016).
- Soriano RP, Blatt B, Coplit L, CichoskiKelly E, Kosowicz L, Newman L, Pasquale SJ, Pretorius R, Rosen JM, Saks NS, Greenberg L. Teaching medical students how to teach: a national survey of students-as-teachers programs in U.S. medical schools. Acad Med. 2010 Nov;85(11):1725-31. doi: 10.1097/ACM.0b013e3181f53273.
- Yu TC, Wilson NC, Singh PP, Lemanu DP, Hawken SJ, Hill AG. Medical students-as-teachers: a systematic review of peer-assisted teaching during medical school. Adv Med Educ Pract. 2011 Jun 23;2:157-72. doi: 10.2147/AMEP.S14383. Print 2011.
- Freeman S, Eddy SL, McDonough M, Smith MK, Okoroafor N, Jordt H, Wenderoth MP. Active learning increases student performance in science, engineering, and mathematics. Proc Natl Acad Sci U S A. 2014 Jun 10;111(23):8410-5. doi: 10.1073/pnas.1319030111. Epub 2014 May 12.
- Young TP, Bailey CJ, Guptill M, Thorp AW, Thomas TL. The flipped classroom: a modality for mixed asynchronous and synchronous learning in a residency program. West J Emerg Med. 2014 Nov;15(7):938-44. doi: 10.5811/westjem.2014.10.23515. Epub 2014 Oct 29.
- Riddell J, Jhun P, Fung CC, Comes J, Sawtelle S, Tabatabai R, Joseph D, Shoenberger J, Chen E, Fee C, Swadron SP. Does the Flipped Classroom Improve Learning in Graduate Medical Education? J Grad Med Educ. 2017 Aug;9(4):491-496. doi: 10.4300/JGME-D-16-00817.1.
- Martinelli SM, Chen F, DiLorenzo AN, Mayer DC, Fairbanks S, Moran K, Ku C, Mitchell JD, Bowe EA, Royal KD, Hendrickse A, VanDyke K, Trawicki MC, Rankin D, Guldan GJ, Hand W, Gallagher C, Jacob Z, Zvara DA, McEvoy MD, Schell RM. Results of a Flipped Classroom Teaching Approach in Anesthesiology Residents. J Grad Med Educ. 2017 Aug;9(4):485-490. doi: 10.4300/JGME-D-17-00128.1.
- Marchalot A, Dureuil B, Veber B, Fellahi JL, Hanouz JL, Dupont H, Lorne E, Gerard JL, Compere V. Effectiveness of a blended learning course and flipped classroom in first year anaesthesia training. Anaesth Crit Care Pain Med. 2018 Oct;37(5):411-415. doi: 10.1016/j.accpm.2017.10.008. Epub 2017 Nov 22.
- Allenbaugh J, Spagnoletti C, Berlacher K. Effects of a Flipped Classroom Curriculum on Inpatient Cardiology Resident Education. J Grad Med Educ. 2019 Apr;11(2):196-201. doi: 10.4300/JGME-D-18-00543.1.
- Bachorik A, Nemer MK, Chen GL, Alexander CB, Pelletier SR, Pace LE, Shields HM. Case-Based Curriculum With Integrated Smartphone Applications Improves Internal Medicine Resident Knowledge Of Contraceptive Care. Adv Med Educ Pract. 2019 Nov 19;10:971-977. doi: 10.2147/AMEP.S221256. eCollection 2019.
- Moulton ST, Turkay S, Kosslyn SM. Does a presentation's medium affect its message? PowerPoint, Prezi, and oral presentations. PLoS One. 2017 Jul 5;12(7):e0178774. doi: 10.1371/journal.pone.0178774. eCollection 2017. Erratum In: PLoS One. 2017 Oct 12;12 (10 ):e0186673.
- Låg, T., & Sæle, R. G. (2019). Does the Flipped Classroom Improve Student Learning and Satisfaction? A Systematic Review and Meta-Analysis. AERA Open.
- Hew KF, Lo CK. Flipped classroom improves student learning in health professions education: a meta-analysis. BMC Med Educ. 2018 Mar 15;18(1):38. doi: 10.1186/s12909-018-1144-z.
Studieavstämningsdatum
Dessa datum spårar framstegen för inlämningar av studieposter och sammanfattande resultat till ClinicalTrials.gov. Studieposter och rapporterade resultat granskas av National Library of Medicine (NLM) för att säkerställa att de uppfyller specifika kvalitetskontrollstandarder innan de publiceras på den offentliga webbplatsen.
Studera stora datum
Studiestart (Faktisk)
1 oktober 2017
Primärt slutförande (Faktisk)
1 juli 2018
Avslutad studie (Faktisk)
1 augusti 2018
Studieregistreringsdatum
Först inskickad
28 april 2020
Först inskickad som uppfyllde QC-kriterierna
5 maj 2020
Första postat (Faktisk)
11 maj 2020
Uppdateringar av studier
Senaste uppdatering publicerad (Faktisk)
11 maj 2020
Senaste inskickade uppdateringen som uppfyllde QC-kriterierna
5 maj 2020
Senast verifierad
1 maj 2020
Mer information
Termer relaterade till denna studie
Nyckelord
Andra studie-ID-nummer
- STUDY00001185
Plan för individuella deltagardata (IPD)
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Läkemedels- och apparatinformation, studiedokument
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