The application of flipped classroom in pediatric physical therapy

Abstract

Background: Flipped classroom is a novel pedagogical approach that promotes active learning in many fields of medical education. However, little is known about how to implement flipped classroom learning in pediatric physical therapy. Purpose: The paper reports the design, implementation, and evaluation offlipped classroom in pediatric physical therapy. Methods: Motor facilitation videos were uploaded to Youtube. The students were required to watch the videos and commend on-line before the class. The teacher designed classroom activities based on the student commends and key points of the topic. During the class, the students participated in classroom activities and demonstrated what they learned fromYoutube videos. The students observed the clinical skills of their peers andpoint outwhat needs to be refined in termsof the facilitation skills. The teacher answered the on-line commends and provided feedback for the demonstration of the students. Clinical skill examination and questionnaire were used to evaluate the outcome of the innovative pedagogy. Results: The final examination scores (78.96± 12.03) of the clinical skills were significantly higher than the midterm scores (70.24± 11.80). The students indicated watching motor facilitation video onYoutubewas helpful to their learning because they can watch the videos before and after the class for many times. They practiced the facilitation skills with their peers before the class. Their skills were refined during the class with commend of the teacher and peers. They also felt more confident for the performance in the final examination. Conclusion(s): Flipped classroom pedagogy can effectively promote the learning outcome in Pediatric Physical Therapy. The students achieved better scoreswithmore active and positive learning experiences. Implications: Flipped classroom pedagogy is feasible in the teaching of pediatric physical therapy.