NCT04381676

Brief Summary

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

Trial Health

87
On Track

Trial Health Score

Automated assessment based on enrollment pace, timeline, and geographic reach

Enrollment
110

participants targeted

Target at P50-P75 for all trials

Timeline
Completed

Started Oct 2017

Shorter than P25 for all trials

Geographic Reach
1 country

1 active site

Status
completed

Health score is calculated from publicly available data and should be used for screening purposes only.

Trial Relationships

Click on a node to explore related trials.

Study Timeline

Key milestones and dates

Study Start

First participant enrolled

October 1, 2017

Completed
9 months until next milestone

Primary Completion

Last participant's last visit for primary outcome

July 1, 2018

Completed
1 month until next milestone

Study Completion

Last participant's last visit for all outcomes

August 1, 2018

Completed
1.7 years until next milestone

First Submitted

Initial submission to the registry

April 28, 2020

Completed
13 days until next milestone

First Posted

Study publicly available on registry

May 11, 2020

Completed
Last Updated

May 11, 2020

Status Verified

May 1, 2020

Enrollment Period

9 months

First QC Date

April 28, 2020

Last Update Submit

May 5, 2020

Conditions

Educational Problems

Keywords

Flipped Classroom

Outcome Measures

Primary Outcomes (1)

  • 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 Outcomes (1)

  • Knowledge Acquisition

    Baseline (Before class), immediately after completing the class, 3 months after class

Study Arms (2)

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.

Other: Flipped Classroom Approach

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.

Interventions

Flipped Classroom ApproachOTHER

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.

Flipped Classroom

Eligibility Criteria

Sexall
Healthy VolunteersYes
Age GroupsChild (0-17), Adult (18-64), Older Adult (65+)
Sampling MethodNon-Probability Sample
Study Population

Ophthalmology residents from all levels (PGY2-PGY4) in the United States.

You may qualify if:

  • Ophthalmology residents of all levels (PGY2-PGY4) from 11 residency programs were invited to participate in this study

You may not qualify if:

  • 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

Contact the study team to confirm eligibility.

Sponsors & Collaborators

Study Sites (1)

Department of Ophthalmology - University of Washington

Seattle, Washington, 98195, United States

Location

Related Publications (19)

  • Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: an overview. Theory into practice, 41(4), 212-218.

    BACKGROUND

  • 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.

    PMID: 31229609BACKGROUND

  • 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.

    BACKGROUND

  • 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.

    BACKGROUND

  • O'Flaherty J PC. The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education. 2015;25:85-95.

    BACKGROUND

  • Nouri, J. The flipped classroom: for active, effective and increased learning - especially for low achievers. Int J Educ Technol High Educ 13, 33 (2016).

    BACKGROUND

  • 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.

    PMID: 20881824BACKGROUND

  • 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.

    PMID: 23745087BACKGROUND

  • 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.

    PMID: 24821756BACKGROUND

  • 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.

    PMID: 25440868BACKGROUND

  • 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.

    PMID: 25493157BACKGROUND

  • 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.

    PMID: 28824764BACKGROUND

  • 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.

    PMID: 28824763BACKGROUND

  • 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.

    PMID: 29175318BACKGROUND

  • 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.

    PMID: 31024653BACKGROUND

  • 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.

    PMID: 31819696BACKGROUND

  • 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.

    PMID: 28678855BACKGROUND

  • Låg, T., & Sæle, R. G. (2019). Does the Flipped Classroom Improve Student Learning and Satisfaction? A Systematic Review and Meta-Analysis. AERA Open.

    BACKGROUND

  • 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.

    PMID: 29544495BACKGROUND

Study Officials

  • Michelle T Cabrera, MD

    University of Washington

    PRINCIPAL INVESTIGATOR

Study Design

Study Type
observational
Observational Model
CASE CROSSOVER
Time Perspective
PROSPECTIVE
Sponsor Type
OTHER
Responsible Party
PRINCIPAL INVESTIGATOR
PI Title
Associate Professor, School of Medicine

Study Record Dates

First Submitted

April 28, 2020

First Posted

May 11, 2020

Study Start

October 1, 2017

Primary Completion

July 1, 2018

Study Completion

August 1, 2018

Last Updated

May 11, 2020

Record last verified: 2020-05

Data Sharing

IPD Sharing
Will not share

Locations

US(1)