2012 TPTA Poster Abstracts
"FLIPPING" TEXAS STATE UNIVERSITY'S ENTRY-LEVEL PHYSICAL THERAPIST MUSCULOSKELETAL CURRICULUM AND IMPLEMENTATION OF A HYBRID LEARNING MODEL
Presenter's Name - Last Name First
Boucher, Brenda
Presenter's Affiliation, City, State
Texas State University, San Marcos, TX
Purpose
The purpose of this project is to describe an instructional approach using blended learning in a flipped classroom model to deliver musculoskeletal content to first year, entry-level physical therapist students.
Methods
In this model, lectures were recorded and uploaded to a server for access on demand. Students were provided key questions and articles relating to the recorded lectures, which were to be previewed prior to class. Class began with a review of the recorded lectures, key questions and related articles. The remainder of class time was spent in active learning lab activities, using a structured, progressive approach to the patient management model. Each lab session included time for selected students to perform an objective structured clinical examination (OSCE), which was a three-part assessment of content knowledge, skill performance and clinical reasoning ability. Instructors used class time to engage students with critical content clarification and valuable clinical reasoning.
Data Analysis
A web-based survey developed using Google Forms was administered to students to assess the usefulness and effectiveness of the flipped curriculum. The survey consisted of 10 questions and an option for voluntary comments.The response rate to the web-based survey was 100%. Fifty-eight percent of students opted to add voluntary comments on the survey.
Results
Student response to a web-based survey indicated overall satisfaction with the usefulness and effectiveness of the recorded lecture format. The majority of students provided critical, qualitative feedback on the organization and presentation of information and effectiveness of instructors. Qualitative feedback trended around four main themes: 1) length of lectures, 2) organization of content, 3) effectiveness of the instructors, and 4) technology limitations.
Conclusion(s)
Implementation of the flipped classroom approach for instruction in the musculoskeletal curriculum of entry-level physical therapist students was effective in leveraging learning strategies and time in order to teach content in greater depth as well as breadth and in facilitating higher-level clinical reasoning.