Flipped Learning in Physiotherapy Education

NCT07707050 | Not Yet Recruiting

• 1 other identifier: 2026-XXT
• Study Type: interventional
• Target: 60
• Locations: 1 country
• Sites: 1

Brief Summary

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.

Conditions

Flip Learning; Education; Physiotherapy and Rehabilitation

Keywords

Flipped Classroom

Outcome Measures

Primary Outcomes (2)

• Clinical Decision-Making Skills

  Clinical decision-making will be assessed using case-based written scenarios and OSCE-like clinical scenarios developed for the course content. Students will be asked to identify the clinical problem, select appropriate assessment methods, plan physiotherapy interventions, and justify their decisions. Responses will be scored using a structured rubric. Higher scores indicate better clinical decision-making performance.

  Through study completion, after 16 academic weeks

• Academic Achievement

  Academic achievement will be assessed using 25-item, five-option multiple-choice knowledge tests developed for each course module. Each test will assess theoretical knowledge related to the relevant urogenital and maternal health topics. Higher scores indicate greater academic achievement.

  Through study completion, after 16 academic weeks

Secondary Outcomes (2)

• Student Satisfaction with Flipped Learning

  Through study completion, after 16 academic weeks

• Qualitative Learning Experiences

  Through study completion, after 16 academic weeks

Study Arms (1)

Sequential Conventional Teaching and Flipped Learning

EXPERIMENTAL

All participants will receive both teaching approaches sequentially within the same course. The first module will be delivered using conventional instructor-led teaching with presentations and question-and-answer sessions. The second module will use a flipped learning approach, in which students review digital learning materials before class and participate in case discussions, problem-solving activities, group work, and clinical reasoning exercises during class.

Other: Flipped Learning

Interventions

Flipped Learning OTHER

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 will provide a brief 10-15-minute review of the topic, followed by active learning activities including case discussions, clinical problem-solving, group work, and clinical reasoning exercises. At the end of each session, students will complete a reflective practice form based on the Reflective Practice Cycle. The intervention will be implemented as part of the regular course curriculum. Participation in research-related assessments will be voluntary and will not affect students' course grades.

Sequential Conventional Teaching and Flipped Learning

Eligibility Criteria

• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17), Adult (18-64), Older Adult (65+)

You may qualify if:

• 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.

You may not qualify if:

• Declines participation or withdraws consent at any stage of the study.
• Attends fewer than half of the flipped learning sessions.
• Does not complete the required research assessments.

Sponsors & Collaborators

• Lokman Hekim University: lead

Study Sites (1)

Lokman Hekim University, Ankara, Ankara

Ankara, Ankara, 06370, Turkey (Türkiye)

Location

Central Study Contacts

Demet Öztürk, Phd

CONTACT

+905068394288; demett.ozturkk@gmail.com

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NA
• Masking: NONE
• Purpose: OTHER
• Intervention Model: SINGLE GROUP
• Sponsor Type: OTHER GOV
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Assis. Prof.

Model Details: This is a single-group, sequential quasi-experimental educational study. All enrolled third-year physiotherapy and rehabilitation students will receive both teaching approaches in the same course and in the same order. During the first course module, topics will be delivered using conventional instructor-led teaching, including presentations and question-and-answer sessions. During the second course module, the flipped learning model will be implemented. Students will review digital learning materials before class, and in-class time will be used for case discussions, problem-solving activities, group work, and clinical reasoning exercises. Outcomes will be assessed after the conventional teaching period and after the flipped learning period. Clinical decision-making skills will be evaluated using case-based and OSCE-like scenarios, and academic achievement will be assessed using multiple-choice knowledge tests. Student satisfaction with flipped learning will also be measured.

Study Record Dates

• First Submitted: July 1, 2026
• First Posted: July 16, 2026
• Study Start: August 1, 2026
• Primary Completion (Estimated): September 1, 2026
• Study Completion (Estimated): December 20, 2026
• Last Updated: July 16, 2026

Record last verified: 2026-07

Locations

TU (1)