Introduction
The global lockdown and government mandated social distancing measures enforced following the COVID-19 pandemic required that the clinical attachment Ophthalmology module be delivered online. This pivot to the online environment during the COVID-19 pandemic incorporated the flipped classrooms (FC) approach and offered a student-centred learning environment where the traditional face-to-face teaching pedagogy was transitioned into an online distance module using the Blackboard Collaborate (BBc) platform [Introduction of technology is not an entirely new concept in medical education or ophthalmology, where studies have previously examined the effectiveness of video webcasts [A review of developments in medical education in response to the COVID-19 pandemic [There is significant interest in, and positives attributed to the FC, however, Diel In response to the consequences of the COVID-19 pandemic, we pivoted a didactic and clinical ophthalmology module to an online flipped classroom approach encompassing the same learning objectives for 4th year medical students. We hypothesised that the flipped classroom delivery would result in more engagement with the material, better problem solving and so impact positively on their learning. Thus, as the literature regarding an entirely online flipped classroom approach for ophthalmology is limited our study is timely as it examines the perceptions of both students and faculty with the online FC pedagogy, representing Kirkpatrick–level 1- reaction [