Flipped classroom in physical therapist education: a systematic review
10.3969/j.issn.1006-9771.2022.04.018
- VernacularTitle:物理治疗翻转课堂教学应用效果的系统综述
- Author:
Wenchen ZOU
1
;
Yu HE
1
;
Xiaochai HAN
1
;
Xuemin LIU
2
;
Fenghua ZHOU
1
;
Xueyong LIU
1
Author Information
1. 1. Department of Rehabilitation, Shengjing Hospital of China Medical University, Liaoning, Shenyang 110134, China 2. The Second Clinical College of China Medical University, Liaoning, Shenyang 110122, China
2. 2. The Second Clinical College of China Medical University, Liaoning, Shenyang 110122, China
- Publication Type:Journal Article
- Keywords:
flipped classroom, physical therapy, education, medical education, systematic review
- From:
Chinese Journal of Rehabilitation Theory and Practice
2022;28(4):490-496
- CountryChina
- Language:Chinese
-
Abstract:
Objective To systematically summarize the effect of flipped classroom (FC) in physiotherapy teaching.Methods The following electronic bibliographic databases were searched from inception to June, 2021: CENTRAL, Medline, EMBASE, CINAHL plus, Academic Search Premier, Teacher Reference Center, ERIC, and Education Research. Original researches about FC for physiotherapy teaching were searched. The researches were screened, selected, extracted and assessed independently by two researchers, and, systematically reviewed.Results and Conclusion A total of 1 307 literatures were retrieved, and seven studies involving at least 770 student participants were finally included, which published mainly from 2013 to 2019. The subjects were students majored in physiotherapy, and the primary outcome index was exam results. FC teaching model generally can improve students' written test scores and enhance their high-level thinking ability. Students and teachers generally hold a positive attitude towards the FC teaching model.
