Educational ProblemsNCT04381676
The Flipped Classroom Approach in Ophthalmology Residency
An observational study of Educational Problems, run by University of Washington at 1 site in United States.
Trial summary
This study aims to evaluate the flipped classroom approach compared to the traditional classroom approach in teaching horizontal strabismus in ophthalmology residency didactics. Read more about this study
- Who is it for?
- Any ageHealthy volunteers can take part
- Conditions the study is for
- Educational Problems
- What is being tested?
- Flipped Classroom Approach
- How many people
- 110 participants
- Where
- 1 siteUnited States
- Study dates
- 1 Oct 2017to 1 Aug 2018
- Phase
- Observational
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages Any age
- All sexes
- Healthy volunteers accepted
- Child, Adult, Older adult
Study population: Ophthalmology residents from all levels (PGY2-PGY4) in the United States.
Who may be able to join
- Ophthalmology residents of all levels (PGY2-PGY4) from 11 residency programs were invited to participate in this study
Who cannot join
- 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
Trial locations and contacts
1 site in 1 country.
United States1 site
Department of Ophthalmology - University of Washington
Seattle, Washington, 98195
About this study
Official title: 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.
Read the detailed description
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.
- Conditions
- Educational Problems
- Being tested
- Flipped Classroom Approach
- Keywords
- Flipped Classroom
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
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.
| Study group | Role | What they receive |
|---|---|---|
| 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. Receives: 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. |
What is being measured
The primary outcome is the main question the study is designed to answer.
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
Measured: Through study completion, an average of 2 weeks
Secondary outcomes (1)
Knowledge Acquisition
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.
Measured: Baseline (Before class), immediately after completing the class, 3 months after class
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted11 May 2020
- Study start1 Oct 2017
- Primary completion1 Jul 2018
- Study completion1 Aug 2018
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (19)Papers the sponsor has linked to this study.
- Other trials for Educational ProblemsStudies of the same condition, open and under way.
- More trials run by University of WashingtonThe sponsor's other registered studies.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Observational
- Observational model
- Case crossover
- Time perspective
- Prospective
- Enrolment
- 110 participants (actual)
Sponsor and investigators
- Lead sponsor
- University of Washington
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Michelle T. Cabrera, University of Washington
- Investigators
- Michelle T Cabrera, MD, Principal investigator, University of Washington
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT04381676
- Sponsor's protocol ID
- STUDY00001185
- Status last verified
- May 2020
- First submitted
- 28 Apr 2020
- Last updated
- 11 May 2020
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Publications
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.
PubMed 31229609Casasola 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.
PubMed 20881824Yu 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.
PubMed 23745087Freeman 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.
PubMed 24821756Wolff 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.
PubMed 25440868Young 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.
PubMed 25493157Riddell 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.
PubMed 28824764Martinelli 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.
PubMed 28824763Marchalot 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.
PubMed 29175318Allenbaugh 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.
PubMed 31024653
Study at a glance
From the registry record, last updated by the sponsor on 11 May 2020. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Flipped Classroom Approach to Teaching Horizontal Strabismus in Ophthalmology Residency: A Multi-Centered Randomized Controlled Study
- ClinicalTrials.gov ID
- NCT04381676
- Acronym / sponsor ID
- STUDY00001185
- Conditions
- Educational Problems
- Keywords
- Flipped Classroom
- Study type
- Observational
- Recruitment status
- Completed
- Enrolment
- 110 participants (actual)
- Lead sponsor
- University of WashingtonUniversity, hospital or other
- Study start
- 1 Oct 2017 (actual)
- Primary completion
- 1 Jul 2018 (actual)
- Study completion
- 1 Aug 2018 (actual)
- First posted
- 11 May 2020 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
This study aims to evaluate the flipped classroom approach compared to the traditional classroom approach in teaching horizontal strabismus in ophthalmology residency didactics.
Detailed description
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.
Study design
- Observational model
- Case crossover
- Time perspective
- Prospective
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| Flipped Classroom | – | Other: Flipped Classroom ApproachResidents 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. |
| 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. |
Who may qualify
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child, Adult, Older adult
- Study population
- Ophthalmology residents from all levels (PGY2-PGY4) in the United States.
Key inclusion criteria (1 listed)
- Ophthalmology residents of all levels (PGY2-PGY4) from 11 residency programs were invited to participate in this study
Key exclusion criteria (2 listed)
- 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
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Flipped Classroom ApproachIn 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. | Other | Flipped Classroom |
Primary outcome
Resident Preference
Time frame: 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
1 secondary outcome
Knowledge Acquisition
Time frame: Baseline (Before class), immediately after completing the class, 3 months after class
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 11 May 2020.
- BackgroundKrathwohl, D. R. (2002). A revision of Bloom's taxonomy: an overview. Theory into practice, 41(4), 212-218.
- Background: PubMed 31229609Cabrera 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.
- BackgroundCasasola 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.
- BackgroundBaepler PM WJ, Driessen M. It's not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers & Education. 2014;78:227-236.
- BackgroundO'Flaherty J PC. The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education. 2015;25:85-95.
- BackgroundNouri, J. The flipped classroom: for active, effective and increased learning - especially for low achievers. Int J Educ Technol High Educ 13, 33 (2016).
- Background: PubMed 20881824Soriano 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.
- Background: PubMed 23745087Yu 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.
- Background: PubMed 24821756Freeman 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.
- Background: PubMed 25440868Wolff 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.
- Background: PubMed 25493157Young 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.
- Background: PubMed 28824764Riddell 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.
- Individual participant dataSharing planned: No
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Michelle T Cabrera, MD principal investigator
University of Washington
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
An observational study of Educational Problems, run by University of Washington at 1 site in United States.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 1 inclusion and 2 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 11 May 2020. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in United States. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Resident Preference (time frame: Through study completion, an average of 2 weeks). It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT04381676, which also lists 19 linked publications.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 11 May 2020.