ARCHIVES
VOL. 10, ISSUE 3 (2025)
Innovative learning in Physiotherapy: A narrative review on the effectiveness of flipped classroom models
Authors
Dr. Smita Shinde, Dr. Chhaya V Verma
Abstract
In higher education, there is often resistance
to the use of innovative instructional strategies, which prevents them from
reaching their full potential. Throughout this narrative study, we will examine
the ways in which flipped classroom models have altered the landscape of
physical therapy education as well as the degree to which they have been
effective. In order to investigate the flipped classroom intervention from the
perspectives of both students and teachers, this study makes use of data that
was gathered from a physiotherapy program in Norway. There was a positive
impression made by the majority of students, who placed a high value on the
opportunity to participate in free-form group projects and have unrestricted
access to online course resources. Even while students' final test results were
equivalent to those from more traditional models, the flipped classroom
approach fostered greater active involvement and in-depth comprehension of the
content being taught in the class. Teachers have brought attention to the
collaborative dynamics and better learning environment that are associated with
the process of flipping the classroom. In conclusion, the findings of the study
that was provided here lend credence to the notion that flipped classrooms are
an excellent method of teaching physiotherapy since they place the focus on the
individual student and integrate technology into the learning process.
Download
Pages:63-69
How to cite this article:
Dr. Smita Shinde, Dr. Chhaya V Verma "Innovative learning in Physiotherapy: A narrative review on the effectiveness of flipped classroom models". International Journal of Multidisciplinary Education and Research, Vol 10, Issue 3, 2025, Pages 63-69
Download Author Certificate
Please enter the email address corresponding to this article submission to download your certificate.