Poster 4:

What Is Flipped? A Flipped Classroom Approach to Improve Physical Therapy Skills.

Herman Buelens and Mieke Clement (University of Leuven, Belgium)

Learning effects of a flipped approach were investigated in a series of seminars on musculoskeletal evaluation and rehabilitation techniques. Half of the students were asked to prepare the seminars by studying corresponding video-clips (flipped-seminar context). The other half of the students received no such request (traditional-seminar context). Contrary to expectations, no context-related differences in learning (theoretical understanding, clinical reasoning and mastery of skills) could be detected. However, in a follow-up interview, instructors described students in the flipped (but not in the traditional) context as interactive and personally involved. We frame this ‘motivational flip’ in Oyserman’s identity-based motivation theory.

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