Набор скоро начнётся NCT07707050

Flipped Learning in Physiotherapy Education

Без фазы С лечением Flip Learning Education Physiotherapy and Rehabilitation

Ориентир для пациента и семьи

Простыми словами

Автоматическая сводка по структурированным данным реестра. Она помогает сориентироваться, но не заменяет официальный протокол или оценку врача.

Что изучают: В протоколе указаны: Flipped Learning.
Кому может быть актуально: Состояния в реестре: Flip Learning, Education, Physiotherapy and Rehabilitation. Базовые параметры: Без ограничений · Все.
Что важно проверить: Возраст, диагноз и пол — только базовые ориентиры. Предыдущее лечение, анализы и другие обязательные условия указаны ниже в критериях участия.
Где проводится: Turkey (Türkiye)
Следующий шаг: Сохраните исследование, покажите его лечащему врачу и уточните актуальный статус у исследовательского центра. Расходы, документы и поездка →

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Официальное название

Effectiveness of Flipped Learning in Physiotherapy and Rehabilitation Education: A Quasi-Experimental Mixed-Methods Study in Urogenital and Maternal Health

Обзор

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.

Подробное описание

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.

At the end of the flipped learning period, student satisfaction will be assessed using a five-item satisfaction questionnaire. The questionnaire will evaluate overall learning satisfaction, adequacy of digital content, quality of in-class activities, participation and motivation, and preference for flipped learning compared with conventional teaching. Course evaluation scores obtained from the university student information system may also be compared with the corresponding course evaluation results from the previous academic year.

For the qualitative component, approximately 8 to 12 volunteer students representing different levels of academic achievement will participate in semi-structured individual interviews after the flipped learning implementation. Interviews will explore students' experiences with conventional teaching and flipped learning, perceived effects on clinical reasoning, preparation process, motivation, participation, challenges, and recommendations for future course delivery. Interviews will be audio-recorded, transcribed, and analyzed using thematic or content analysis.

Participation in the research will be voluntary. Students who do not wish to participate will continue receiving the regular course content through conventional teaching methods and will not be disadvantaged academically. Participation or non-participation will not affect course grades or academic evaluations. All collected data will be stored securely and used only for scientific purposes. No medical intervention, biological sample collection, or physical examination will be performed.

Вмешательства

Другое Flipped Learning
The flipped learning intervention will be delivered during the second module of the "Urogenital and Maternal Health in Physiotherapy and Rehabilitation" course. Before each class session, students will receive digital learning materials at least one week in advance, including recorded video lectures, readings, book chapters, articles, audio presentations, quizzes, and short assessment questions. Students will review the assigned materials before attending class. During class, the instructor wil

Первичные конечные точки

Clinical Decision-Making Skills [Срок оценки: Through study completion, after 16 academic weeks]
Academic Achievement [Срок оценки: Through study completion, after 16 academic weeks]

Вторичные конечные точки (2)

Student Satisfaction with Flipped Learning [Срок оценки: Through study completion, after 16 academic weeks]
Qualitative Learning Experiences [Срок оценки: Through study completion, after 16 academic weeks]

Критерии участия

Критерии включения

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.