Flipped classroom in a therapeutic modality course: students\u2019 perspective

Dana Bates,Genevieve Ludwig

doi:10.1186/s41039-020-00139-3

Abstract

The use of flipped classrooms has gained momentum and involves the instructor replacing the passive reception of material found in common lectures, so class time may be used for hands-on practical application, discussion, or assignments. The purpose of this paper is to explore students’ perceptions of a flipped therapeutic modality course. Focus group interviews were conducted with sixteen participants (14 female, 2 male) who completed a therapeutic modality course. Data were collected through 4 focus group interviews, which were digitally recorded and transcribed. Data were analyzed to uncover dominant themes—first by organizing the data, then summarizing data into codes, and finally interpreting. Credibility was secured through peer review, member checks, and investigator triangulation. The analysis resulted in three common themes: the flipped classroom (1) was perceived as valuable by students, (2) led to active participation in class, and (3) helped students feel better prepared for the class. Athletic training students, particularly in a flipped therapeutic modality course, valued this pedagogical approach.

Highlights

The use of flipped classrooms has gained momentum and involves the instructor replacing the passive reception of material found in common lectures, so class time may be used for hands-on practical application, discussion, or assignments
Overview Athletic training educators are implementing a variety of pedagogical methods that promote more active learning environments
A flipped classroom creates an active learning environment and has been used in many allied health settings including pharmacology (McLaughlin et al 2014; Pierce & Fox 2012; Giuliano & Moser 2016; Koo et al 2016), medicine (Young et al 2014; Liebert et al 2016; Moraros et al 2015), dentistry (Park & Howell 2015), nursing (Hanson 2016, Simpson & Richards 2015), and athletic training (Heinerichs et al 2016; Thompson & Ayers 2015; Bates 2018). This pedagogical method uses a blended learning environment where content instruction occurs outside the class, while in-class time is spent on homework, discussion, interaction, or handson activities

Summary

Introduction

The use of flipped classrooms has gained momentum and involves the instructor replacing the passive reception of material found in common lectures, so class time may be used for hands-on practical application, discussion, or assignments. A flipped classroom makes use of technology to move the formation of knowledge outside the classroom, allowing students time in class to apply their new learning through group work or through instructor-led activities that enhance the application of knowledge (Ronchetti 2010) This pedagogical approach allows in-class time to resolve misconceptions, foster the development of problem-solving skills, and facilitate collaboration amongst students. The purpose of this study was to expand the existing research on a flipped pedagogy within athletic training education by exploring master’s students’ perceptions of a flipped classroom in a therapeutic modality course

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Conclusion