Ní Gabhann-Dromgoole J, Doyle AJ, Murphy CC, Boland F and Pawlikowska T
Royal College of Surgeons in Ireland (RCSI)
Gathering educational partner feedback, namely students and faculty, is crucial for evaluating educational delivery and innovations. Insights from students and faculty ensure curriculum changes are evidence-based, enhancing both satisfaction and knowledge acquisition to drive meaningful improvements in teaching and learning.
Our first study examined student and faculty perceptions of ophthalmology teaching during the transition from traditional delivery (TD) to an online flipped classroom (OFC) amid the COVID-19 pandemic. Designed to promote engagement, problem-solving, and deeper learning through Bloom’s Taxonomy, the OFC model yielded mixed results. Student feedback (n=114) indicated lower satisfaction with staff motivation (64.29% vs. 95.16%, p<0.001) and feedback provision (46.43% vs. 74.19%, p=0.004) compared to TD students (n=129). Despite comparable exam performance, students struggled with self-directed learning, problem-solving, and performance expectations. Faculty (n=5) also reported challenges in maintaining student engagement. (DOI: 10.1371/journal.pone.0282829)
To address these concerns, a blended learning (BL) approach was introduced, integrating online content with in-person seminars and practical sessions. Our second study explored educational partner perceptions of BL compared to TD. Students strongly preferred BL, reporting higher satisfaction in teamwork (69.36% vs. 25%, p<0.001), problem-solving, and analytical skills. They also viewed BL as more effective in developing teamwork, communication, and critical thinking—key for workplace readiness.
These findings highlight the importance of educational partner -driven curriculum design. While digital learning builds technological skills, in-person engagement remains vital. As a scalable, resource-efficient model, blended learning fosters higher-order thinking and supports the modernisation of medical education—a key priority in higher education. (DOI: 10.1371/journal.pone.0305755).
