Acceptability of Flipped Classroom Approach in Ophthalmology Clerkship Teaching

Abstract Purpose Flipped classroom is a new teaching model which has received a large amount of attention, but the overall acceptability and effectiveness of this approach in different fields of medical education is still controversial. The purpose of this study was to evaluate the acceptability of the flipped classroom in ophthalmology clerkship teaching. Methods A learning model of a traditional lecture-based approach was changed to a flipped classroom approach for a group of 5-year Clinical Medicine Program students. The flipped classroom included provided pre-session learning resources and objectives before each weekly session. In-session activities emphasized knowledge application and active learning strategies. Data regarding students’ acceptability of the new approach was obtained by anonymous questionnaires that students filled out immediately after class. Results Feedback was received from 94/94 (100%) medical students. 62.8%(59/94) of respondents preferred the flipped classroom approach over the traditional approach. Interacting with peers and needing more time/effort for preparation were the aspects liked most and least (respectively) for the flipped classroom by students. Flipped classroom was considered better in helping to train students' ability in clinical problem solving, the search and study of literature, cooperating with others, academic exchange, and self-directed learning when compared with the traditional approach. The flipped classroom approach was thought to be a more effective and inspiring way of teaching (P<0.001). Both males and females thought the flipped classroom was a useful way to help students find and solve problems, consider problems comprehensively, learn from literature, and cooperate with others. Conlusions The flipped classroom has a good acceptability in ophthalmology clerkship teaching. Further evaluation is needed when it be implemented