Table 1.
The chronology of the lecture-based classroom and flipped classroom.
Table 2.
Demographic information of students participated in glaucoma flipped classroom and ocular trauma flipped classroom.
Fig 1.
Comparison of students’ exam scores before and after the classroom.
Students were asked to answer 20 glaucoma and 20 ocular trauma multiple choice questions before (A) and after (B) taking the classroom. Each question had the same weight, and the total score was converted into a 0–100 scale. Independent samples t test was used to compare the differences between the two groups. All data were presented as mean± S.D. n = 22.
Table 3.
Comparison of students’ perspectives between flipped glaucoma classroom and flipped ocular trauma classroom.
Fig 2.
Teachers’ opinions about the topic and frequency of the flipped classroom model in ophthalmology teaching.
Teachers (n = 10) were asked to pick up 1 to 3 topics that they think are most suitable to apply the flipped teaching model (A). Teachers are also asked how many times they think flipped classroom could be hold during the clerkship teaching (B).
Table 4.
Comparison of teachers’ perspectives between the lecture-based and the flipped glaucoma classroom.
Table 5.
Comparison of teachers’ perspectives between the lecture-based and the flipped ocular trauma classroom.
Fig 3.
Bloom's taxonomy of the cognitive domains in traditional lecture-based classroom and flipped classroom.
In the traditional non-flipped model, lower order levels of learning such as remembering and understanding are acquired in the class, and higher order levels of learning such as applying, analyzing, evaluating, and creating are achieved after the class. In the flipped classroom model, lower order levels of learning are acquired before the class, and higher order levels of learning are achieved during the class.