Effectiveness of Flipped Learning in Physiotherapy and Rehabilitation Education: A Quasi-Experimental Mixed-Methods Study in Urogenital and Maternal Health
试验速览
- 阶段
- 不适用
- 状态
- 尚未招募
- 发起方
- 入组人数
- 60
- 试验地点
- 1
- 主要终点
- Clinical Decision-Making Skills
研究概览
简要总结
This study will evaluate the effectiveness of flipped learning in an undergraduate physiotherapy and rehabilitation course on urogenital and maternal health. In flipped learning, students review digital learning materials before class, while class time is used for case discussions, problem-solving activities, group work, and clinical reasoning exercises.
Third-year physiotherapy and rehabilitation students enrolled in the Urogenital and Maternal Health in Physiotherapy and Rehabilitation course will be invited to participate. The study will compare students' clinical decision-making and academic performance after conventional teaching and after flipped learning activities. Student satisfaction with the flipped learning method will also be assessed. In addition, individual interviews will be conducted with a subgroup of volunteer students to explore their learning experiences.
Participation in the research will be voluntary and will not affect course grades. The study involves educational activities, questionnaires, written assessments, and optional audio-recorded interviews; no medical intervention or biological sample collection will be performed. The findings may help improve student-centered teaching approaches in physiotherapy and rehabilitation education.
详细描述
This single-group quasi-experimental mixed-methods study will evaluate the effectiveness of flipped learning in undergraduate physiotherapy and rehabilitation education. The study will be conducted within the "Urogenital and Maternal Health in Physiotherapy and Rehabilitation" course among third-year students enrolled in the Physiotherapy and Rehabilitation Department at Lokman Hekim University.
The study aims to examine the effects of flipped learning on students' clinical decision-making skills, academic achievement, satisfaction with the learning method, and learning experiences. In addition, students' perceptions of flipped learning and conventional teaching will be explored through semi-structured individual interviews.
All students will receive the course content in two sequential educational phases. During the first phase, topics will be taught using the conventional teaching method, consisting of instructor-led presentations and question-and-answer sessions. During the second phase, flipped learning will be implemented. Before each flipped learning session, students will receive digital learning materials, including recorded videos, readings, quizzes, audio presentations, and short assessment questions. Students will be expected to review these materials before class. Class time will then be used for a brief topic review, case discussions, problem-solving activities, group work, and clinical reasoning exercises.
At the end of each flipped learning session, students will complete a reflective practice form based on the Reflective Practice Cycle. These forms will encourage students to identify the clinical problem in the case, describe challenging aspects of the learning process, explain the clinical knowledge used in decision-making, consider alternative assessment or treatment approaches, and reflect on how the activity may influence future clinical practice.
Quantitative assessments will be conducted after the conventional teaching period and after the flipped learning period. Clinical decision-making skills will be assessed using case analysis and Objective Structured Clinical Examination-like scenarios. Academic achievement will be evaluated using multiple-choice knowledge tests. Each test will include 25 five-option multiple-choice questions and a case-based clinical reasoning component scored using a rubric.
研究设计
- 研究类型
- Interventional
- 分配方式
- Na
- 干预模型
- Single Group
- 主要目的
- Other
- 盲法
- None
入排标准
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Enrolled as a third-year undergraduate student in the Physiotherapy and Rehabilitation Department at Lokman Hekim University.
- •Registered for the "Urogenital and Maternal Health in Physiotherapy and Rehabilitation" course during the study period.
- •Willing to participate voluntarily and able to provide informed consent.
排除标准
- •Declines participation or withdraws consent at any stage of the study.
- •Attends fewer than half of the flipped learning sessions.
- •Does not complete the required research assessments.
结局指标
主要结局
Clinical Decision-Making Skills
时间窗: Through study completion, after 16 academic weeks
Clinical decision-making will be assessed using case-based written scenarios and OSCE-like clinical scenarios developed for the course content. Students will be asked to identify the clinical problem, select appropriate assessment methods, plan physiotherapy interventions, and justify their decisions. Responses will be scored using a structured rubric. Higher scores indicate better clinical decision-making performance.
Academic Achievement
时间窗: Through study completion, after 16 academic weeks
Academic achievement will be assessed using 25-item, five-option multiple-choice knowledge tests developed for each course module. Each test will assess theoretical knowledge related to the relevant urogenital and maternal health topics. Higher scores indicate greater academic achievement.
次要结局
- Student Satisfaction with Flipped Learning(Through study completion, after 16 academic weeks)
- Qualitative Learning Experiences(Through study completion, after 16 academic weeks)
研究者
Demet Öztürk
Assis. Prof.
Lokman Hekim University