ArticleJournal of surgical education2026
The Flipped Classroom Effect: Improving Faculty and Resident Engagement and Satisfaction in Ophthalmology Residency.
Article in Journal of surgical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed.
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Authors and funding
12 authors.
Funding
Abstract
objectiveTo evaluate the longitudinal impact and sustainability of a flipped classroom model (MOLE) on faculty and resident satisfaction, engagement, and educational outcomes within an ophthalmology residency over 3 years.
designThis prospective, longitudinal, pre- post intervention study used anonymous surveys (5-point Likert scales) administered to faculty and residents preimplementation (baseline), and at 1- and 3-years postimplementation of the MOLE curriculum. Assessed metrics included satisfaction, learning preferences, perceived barriers, attendance, and preparation time.
settingThe study was conducted at the ophthalmology residency of the (University of Utah's John A. Moran Eye Center), a tertiary care academic institution in Salt Lake City, Utah.
participantsAll ophthalmology residents and teaching faculty were invited. At baseline, 1-year, and 3-year surveys, resident response rates were 100% (n = 12/12), 100% (n = 12/12), and 78.6% (n = 11/14), respectively. Faculty response rates were 70.6% (n = 24/34), 71.4% (n = 25/35), and 51.4% (n = 18/35), respectively, for the same time points.
resultsBaseline satisfaction with traditional lectures was moderate (faculty mean = 3.1/5; resident mean = 2.5/5). One-year post-MOLE, preference for the flipped format was high (faculty 88%; residents 100%), faculty satisfaction increased (mean = 4.1/5), and resident didactic attendance improved (from 61.7% to 84.2%). At 3 years, faculty preference for the flipped format persisted (83.3%), while resident preference declined to 63.6%, particularly among junior residents desiring more didactic structure. Ophthalmic Knowledge Assessment Program (OKAP) percentile scores increased from a pre-MOLE average of 51.8 (2017-2019) to 70.1 (2021-2023).
conclusionsA flipped classroom model initially improved satisfaction and engagement in this surgical residency. Longitudinal data underscore the need for ongoing adaptation, responsive to evolving learner needs across training levels. These findings are pertinent for surgical education programs considering or implementing similar active learning curricula.
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