Discussion
TD
CORONAVIRUS
The primary aim of this study was to measure stakeholder satisfaction with our usual delivery format, which previously relied on a blend of didactic lectures and clinical skills sessions compared to a revised format, which relied on a FC format to facilitate continued delivery of the ophthalmology module. It was hypothesised that as an educational intervention in response to the COVID-19 pandemic, a FC approach would not only facilitate delivery of content but result in improved or equivalent levels of student satisfaction and knowledge gain as determined by a CEQ and MCQ examination.In pivoting from didactic face-to-face teaching to a solely online delivery of the ophthalmology module, we found that students were satisfied with the quality of this course in both the TD and the OFC groups. However, students in the OFC group were less satisfied with staff motivation of students and provision of feedback, compared to the TD group. OFC students also felt it was harder to determine what standard of work was expected and found the course less beneficial in terms of helping develop their problem-solving skills. Furthermore, students were dissatisfied with the level of choice afforded by the online FC, compared to TD group. Of note, while student responses indicated a lack of satisfaction with the OFC approach compared to traditional face-to-face teaching exam scores were consistent between both groups.Recent reviews have examined developments in medical education interventions in the wake of the pandemic [Herein the current study describes an educational intervention and uniquely provides data on the perspectives of those involved: both student and faculty satisfaction and perceptions of an online flipped classroom approach for ophthalmology teaching. We devised a remote synchronous and asynchronous module that was instigated in response to the global COVID-19 pandemic. By adopting an online flipped classroom approach and incorporating elements of Blooms taxonomy we aimed to move away from recall and enhance critical thinking and application of knowledge [A recent review detailed the types of uncertainty faced by students, including those relating to the educational process and the global coronavirus pandemic, and explored the potential negative impact this can have on learning [Shahrvini Faculty preparedness is another aspect that may have influenced student satisfaction with our educational intervention. Overall, despite literature describing a range of innovative ways to deliver teaching in response to the pandemic, there is relatively little existing in current literature focusing on faculty development or support. Of note the BEME Guide No 63 [Faculty in RCSI, including those involved in ophthalmology teaching, attended an in-person training course before the closure of the campus, which aimed to increase faculty digital competence with the online delivery platform BBc as we pivoted delivery of our module online. Results from our study indicate that students felt on the ‘Good Teaching Scale’ that the faculty approach to delivery of the OFC did not motivate students to do their best or provide adequate feedback. This resulted in students feeling that the module was overall less beneficial in terms of helping them to develop their problem skills when compared to the TD group. Thus, in line with the main findings of the recent BEME reviews our results confirm that significant additional levels of support are required to support faculty to develop and implement online learning.Additional factors potentially contributing to the overall dissatisfaction with the course include the lack of clinical experiences in the redesigned ophthalmology curriculum, reduced digital efficacy and technical issues. Kostaki There has been significant interest in the FC pedagogy a means to continue to deliver education during these extraordinary times [