“Flipping” Texas State University’s Physical Therapist Musculoskeletal Curriculum: Implementation of a Hybrid Learning Model

Boucher, Brenda; Robertson, Eric K.; Wainner, Rob; Sanders, Barbara

doi:10.1097/00001416-201307000-00010

Cited by 62 publications

(45 citation statements)

References 9 publications

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“…Results from other studies show that such very long videos can result in lower student satisfaction. [18,19] By using very short videos in this study, as recommended in the literature, it has probably been possible to avoid losing student attention, resulting in higher satisfaction. [15] The fact that a majority of students found the videos more important than the textbook is rather surprising.…”

Section: Discussionmentioning

confidence: 93%

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Nursing students’ experiences, perceptions and behavior in a flipped-classroom anatomy and physiology course

Mikkelsen

2015

JNEP

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Objective: The aim of this study was to explore nursing students' experiences, perceptions and behavior during a course on kidney and urinary system anatomy and physiology designed according to the flipped-classroom approach. In flipped-classroom teaching, students prepare for class by engaging with teacher-produced learning material, typically videos. This frees up time in class, which can instead be spent on various student-centered, active-learning activities. Only very few studies on the use of flipped classroom in nursing education have been published. Methods: Videos and active-learning activities were developed and used in a course with forty-eight first-year, first-semester nursing students at the School of Nursing, Campus Holstebro, VIA University College, Denmark. After completing the course, students were invited to participate in a survey. In addition, students' use of videos was tracked during the course. Results: Students expressed a very high degree of satisfaction with the eight videos assigned, which they generally watched on the day before class. The videos helped them acquire knowledge and prepare for in-class, active-learning activities. Twenty-six percent of the students believed that the videos were better than face-to-face lectures with regard to learning outcome, 56% felt they were of equal benefit, and only 18% benefited most from face-to-face lectures. Only a small minority (18%) preferred traditional teaching over flipped classroom teaching, 41% preferred flipped classroom and 41% did not prefer one approach over the other.Conclusions: These results demonstrate that the flipped classroom is a valuable teaching approach in nursing education which can result in a high level of both student satisfaction and self-reported learning outcome.

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Section: Discussionmentioning

confidence: 93%

“…[18] From the available evidence, it is not possible to explain why the use of flipped classroom in nursing education can result in very different student experiences and satisfaction levels. But it is important to bear in mind that the flipped-classroom approach is only a framework.…”

Section: Discussionmentioning

confidence: 99%

Nursing students’ experiences, perceptions and behavior in a flipped-classroom anatomy and physiology course

Mikkelsen

2015

JNEP

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“…Participants of the study reported that lengthy lectures might result in difficulty concentrating, increased time commitment, and decreased satisfaction. A previous study also reported that lectures longer than 30 minutes reduced student satisfaction [26]. Gilboy et al [27] recommended that the pre-recorded lectures should be segmented (e, g., 10~15 minutes per segment) to maintain optimal attention.…”

Section: Discussionmentioning

confidence: 99%

Applying the Flipped Learning Model to an English-Medium Nursing Course

et al. 2015

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INTRODUCTIONOne of the emerging trends in higher education in Asian countries is English-medium instruction (EMI), which uses English as the primary instructional language [1]. EMI has been widely used across diverse disciplines, including nursing, with the expectation of preparing domestic students for leadership and of attracting promising foreign students in the era of internationalization [2]. In addition to the number of foreign professors and students, the number of English-medium courses (EMCs) is one of the criteria by which Korean colleges are evaluated [3,4]. As of 2013, EMCs comprised 30~40% of the courses offered at prestigious universities in Korea [5].As EMI increases in popularity, the feasibility and effectiveness of this instructional method have received attention from educators and researchers. Although faculty and students agree on the need for EMI and students have benefitted from the instructional method, significant numbers of them have experienced difficulty College of Nursing, Seoul National University, Seoul, KoreaPurpose: An emerging trend in Asian higher education is English-medium instruction (EMI), which uses English as the primary instructional language. EMI prepares domestic students for international leadership; however, students report difficulty in learning, and educators have raised questions concerning the effectiveness of EMI. The flipped learning model (FLM), in which lecture and homework activities for a course are reversed, was applied to an English-medium course offered by a college of nursing in Korea.The aims of this study were to: 1) revise an existing English-medium nursing course using the FLM; 2) explore students' learning experiences and their acceptance of the FLM; and 3) identify key factors in the success of FLM. Methods: We used a descriptive, cross-sectional, mixed-methods design and the participants were students at one nursing school in Korea. A series of course development meetings with faculties from the nursing school and the center for teaching and learning were used to develop the course format and content. We conducted course evaluations using the Flipped Course Evaluation Questionnaire with open-ended questions and focus group interviews. Results: Students (N=75) in a 15-week nursing course responded to a survey after completing the course. Among them, seven students participated in one of two focus groups. Overall, students accepted and favored the flipped learning strategy, and indicated that the method enhanced lecture content and their understanding of it. Factors associated with effective instruction included structured monitoring systems and motivational environments. Conclusion: The FLM requires sufficient preparation to facilitate student motivation and maximize learning outcomes. Choi, Heeseung · Kim, Jeongeun · Bang, Kyung-Sook, et al. comprehending the lectures [3,6]. In a study conducted with 360 undergraduate students in Taiwan, fewer than 6% of the students reported that they understood more than 90% of the lectures and fewer than 25...

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“…15 In another study in a physical therapy program, Boucher and colleagues presented positive student and faculty responses to a flipped classroom design that incorporated recorded lectures, readings, discussion, laboratories, and problem solving. 16 Several studies evaluated the impact of various flipped classroom designs and the use of prerecorded videos in the pharmacy curriculum and found promising results with students' performance and satisfaction with the courses. [17][18][19][20][21][22] No previous studies, however, reported a complete redesign of a required pharmacotherapy course into a flipped classroom model in the doctor of pharmacy (PharmD) curriculum.…”

Section: Introductionmentioning

confidence: 99%

Impact of Flipped Classroom Design on Student Performance and Perceptions in a Pharmacotherapy Course

Koo

Demps

Farris

et al. 2016

American Journal of Pharmaceutical Education

126

109

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Objective. To determine whether a flipped classroom design would improve student performance and perceptions of the learning experience compared to traditional lecture course design in a required pharmacotherapy course for second-year pharmacy students. Design. Students viewed short online videos about the foundational concepts and answered selfassessment questions prior to face-to-face sessions involving patient case discussions. Assessment. Pretest/posttest and precourse/postcourse surveys evaluated students' short-term knowledge retention and perceptions before and after the redesigned course. The final grades improved after the redesign. Mean scores on the posttest improved from the pretest. Postcourse survey showed 88% of students were satisfied with the redesign. Students reported that they appreciated the flexibility of video viewing and knowledge application during case discussions but some also struggled with time requirements of the course. Conclusion. The redesigned course improved student test performance and perceptions of the learning experience during the first year of implementation.

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“Flipping” Texas State University’s Physical Therapist Musculoskeletal Curriculum: Implementation of a Hybrid Learning Model

Cited by 62 publications

References 9 publications

Nursing students’ experiences, perceptions and behavior in a flipped-classroom anatomy and physiology course

Nursing students’ experiences, perceptions and behavior in a flipped-classroom anatomy and physiology course

Applying the Flipped Learning Model to an English-Medium Nursing Course

Impact of Flipped Classroom Design on Student Performance and Perceptions in a Pharmacotherapy Course

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