Efficacy of flipped classroom teaching on the cognitive domain in second-year physiotherapy students

Abstract

Introduction: Flipped learning is an instructional strategy and a type of blended learning that reverses the traditional learning environment by delivering instructional content, often online, outside the classroom. It moves activities, including those that may have conventionally been considered homework, into the classroom. With the availability of resources but restrictions on time, flipped learning can replace or be an adjunct to conventional classroom teaching as per the need. Objectives: (1) Comparison of the MCQ test scores pre- and postflipped learning classroom. (2) Analyze the feedback of the students on flipped learning through structured questionnaire. Materials and Methods: This study included 36 second-year students from TMV's Lokmanya Medical College of Physiotherapy. After approval from the Institutional Ethical Committee, written consent was obtained from the participants. The study material was mailed to all the participants. Flipped classroom instructional strategy was employed with videos of “Gait-Kinetics and Kinematics” that were uploaded. Two classroom lectures were conducted for in-depth exploration and problem-solving done. Pre- and postMCQ test administered and feedback was taken. Results: A significant improvement was seen in the MCQ test score post two flipped learning sessions (P < 0.001). The feedback questionnaire analysis established that flipped classroom technique is an effective teaching method. Conclusion: Flipped classroom teaching is an effective teaching method in bringing about a change in the cognitive domain of second-year physiotherapy students.