Learning with technology in physiotherapy education: Design, implementation and evaluation of a flipped classroom teaching approach
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Date
219
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
BMC
Abstract
The purpose of the study was to describe the design, implementation and evaluation of a flipped
classroom teaching approach in physiotherapy education. The flipped classroom is a blended learning approach in
which students receive digital lectures as homework, while active learning activities are used in the classroom.
Flipped classroom teaching enables a learning environment that aims to develop higher-order cognitive skills. The study design was a historically controlled, prospective, cohort study. An eight week theoretical
course on musculoskeletal disorders was redesigned, moving from a conventional approach to a flipped classroom
model. Pre-class learning material consisted of about 12 h of video lectures and other digital learning resources that
were split up over the duration of the course. In-class activities consisted of seven full-day seminars where students
worked in groups in order to solve problem-based assignments. The assignments were designed to reflect
authentic clinical problems and required critical thinking and reasoning. Outcomes were measured with coursegrades
and compared with historical controls of conventional teaching, using descriptive statistics. Self-perceived
learning outcomes and students’ experiences were also collected in a survey.
Description
Keywords
Physiotherapy, Technology, Teaching and Learning, Cognitive skills, Higher education
Citation
Røe, Y. et al. (2019). Learning with technology in physiotherapy education: Design, implementation and evaluation of a flipped classroom teaching approach. BMC Medical Education, 19, 291. https://doi.org/10.1186/s12909-019-1728-2