A combined PBL and flipped classroom intervention enhances self-directed learning ability and empathy in ophthalmology undergraduates.

To evaluate the effectiveness of combining problem-based learning with the flipped classroom (PBL-FC) teaching method in the "Ocular Trauma" module in ophthalmology education, specifically in enhancing clinical medicine students' self-directed learning ability and empathy. A quasi-experimental study with a controlled educational intervention was conducted, and third-year clinical medicine students from eight classes were divided into PBL-FC (n = 43) and traditional groups (n = 44). Both groups were assessed before and after class using Self-Directed Learning Ability and Empathy Quotient (EQ)-40 scales. A comparison was also made between theoretical examination scores. The two groups showed no statistically significant differences (P > 0.05) in gender ratio, age, pre-class empathy scores or pre-class self-directed learning ability scores. After class, the PBL-FC group demonstrated significantly higher total self-directed learning ability scores (175.72 ± 16.20 vs. 156.19 ± 12.72) and scores across all sub-dimensions (P < 0.05). In addition, their empathy (46.91 ± 5.56 vs. 41.89 ± 5.61) and theoretical examination scores (77.81 ± 8.63 vs. 72.45 ± 10.55) were also substantially superior to those of the traditional group (P < 0.05). The combined PBL-FC teaching method is effective in enhancing undergraduate medical students' self-directed learning ability, empathy and theoretical knowledge. This study provides empirical support for the reform of ophthalmology education.