Chief & Presenting Author: Dr.Swatishree Nayak

Abstract

Objective: To assess effects of implementing flipped classroom approach in ophthalmology undergraduate courses.
Design: A quasi-experimental design was employed, comprising an intervention group (n = 27) and a comparison group (n = 27). Pre-/post-testing measures were utilized to evaluate the impact.
Methods: Students' self-rated learning ability was assessed before and after the courses. Interviews were conducted to gather qualitative feedback.
Results: Intervention group exhibited significant improvements in self-rated learning ability. There were no statistically significant differences between the two groups regarding pre-test self-rated learning ability. The intervention group’s skill exam scores (mean 91.6; SD 2.3) were statistically significantly higher than comparison group (mean 89.6; SD 2.7) (p < .001).

Conclusion: These findings emphasize the potential of innovative teaching approaches in healthcare education to promote essential competency development.