Table 3.
Absolute frequencies of codes for each theme (Flexible e-learning video classroom group)
| Flipped classroom approach | ||||
|---|---|---|---|---|
| Theme (Cognitive process dimension) | Category | Subcategory | Number of codes | Quotes |
| Analyze | Effective learning | Efficient acquisition of fundus examination skill | 6 | “I don't even know what I'm not doing when I don't know anything. I realized that because I prepped.” |
| Effectiveness of preparation | 4 | |||
| Establishing by repetition | 1 | |||
| Linking knowledge and practice | 1 | |||
| Analysing procedure | Analysis of fundus examination performance | 3 | ||
| Psychological safety | Feeling safe for practicing | 2 | ||
| Anxiety about preparation | 3 | |||
| Apply | Learning motivation | Motivation for performing real patient | 3 | “I was even able to produce a field of view, which I would like to do if I have the opportunity in the future.” |
| Motivation from successful experiences | 1 | |||
| Using abstractions | Application of knowledge obtained in preparation | 1 | ||
| Practice using the key points of fundus examination | 1 | |||
| Concrete experience | Imaging of diagnostic procedures | 1 | ||
| Problem solving | Trouble shooting of equipment | 1 | ||
| Understand | Understanding procedure | Observation method of fundus | 9 | “I was able to understand basic things such as looking from 15 degrees outward from the video without the teacher’s advice.” |
| Usage instructions of fundoscope | 1 | |||
| Efficient understanding | Efficient understanding of fundus examination | 2 | ||
| Remember | Memory retention | Improve memory retention through preparation | 6 | “I felt that the connection with the actual experience really helped me to retain the memory.” |
| Acquisition of knowledge | Acquisition of necessary knowledge for fundus examination | 4 | ||