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Fig. 2 | BMC Medical Education

Fig. 2

From: Effectiveness of flipped classroom combined with team-, case-, lecture- and evidence-based learning on ophthalmology teaching for eight-year program students

Fig. 2

Comparison of students’ feedback between the FC-TCLEBL group and the LBC group. a The students in the FC-TCLEBL group spent significantly more time preparing for class, but spent less time on review. There was no significant difference in total time consumption between the two groups. b Two groups students took a pre-class quiz on DR. There were no statistical differences between the two groups. c The scores of inquiry skills, visual examination, slit lamp examination techniques, diagnostic strategy, humanistic care and knowledge assessment in the FC-TCLEBL group were higher than that in the LBC group. d The difference was not statistically significant in the theoretical test score between the FC-TCLEBL group and the LBC group. * indicates 0.05 > p > 0.01, ** indicates 0.01 > p > 0.001, *** indicates p < 0.0001. For details of statistical analyses of data presented in all figures, see results section

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BMC Medical Education

ISSN: 1472-6920

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