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

Abstract

Background and Purpose. Although our vision of physical therapist practice has changed considerably for future generations, methods of teaching have not reflected a similar transformation. Additionally, students of today have an inherent comfort level with technology. The “flipped” classroom is an approach designed to meet the distinctive set of expectations and requirements faced by physical therapist educators. The purpose of this paper is to describe the methods and outcomes of a blended learning approach— using the “flipped” classroom model—when delivering musculoskeletal content to first-year physical therapist students. Method/Model Description and Evaluation. In this “flipped” classroom model, students view lectures prior to class, leaving class time for instructors to engage students with critical content clarification and valuable clinical reasoning as well as active learning activities (eg, psychomotor skills lab). Outcomes. Student response to a webbased survey indicated overall satisfaction with the usefulness and effectiveness of the recorded lecture format and the instructors. Faculty response was positive and overall class outcomes were improved from traditional delivery. Discussion and Conclusion. The model presented in this paper describes the implementation and evolution of a “flipped” classroom to teach musculoskeletal content to first-year physical therapist students. Student response indicated that the model was useful and effective, while qualitative feedback suggested means for improvement.