Physical therapist educators have embraced the flipped classroom teaching and learning strategy to promote self-directed experimental learning for the advancement of students’ clinical reasoning. Recently, “flipping” has been integrated into clinical learning experiences. This poster presentation will describe how “flipping” has been used by a collaborative team of academic faculty and clinical educators to engage students in deep, self-directed learning.
Using the SOLO (Structure of Observed Learning Outcomes) model, flipped learning experiences were designed to transition students along a continuum of increasing cognitive complexity. Academic faculty and clinical educators act as mentors to aide students in their understanding of subject matter to develop connections and integrate material for clinical practice. Incorporating “flipping” into both the academic and clinic setting provides a link, which supports the translation of knowledge from classroom to clinic and solidifies the benefits of enhanced engagement, active learning and clinical reasoning.
The authors will share qualitative data from academic faculty, clinical faculty and students providing deep insight into the participants’ perspectives on the flipped learning environment as a means to promote self-directed meaningful learning for the promotion of clinical reasoning.
Conclusions/Relevance to the conference theme: Through the Looking Glass: Transforming Physical Therapy Education
The clinical education of physical therapy students is based on a partnership between university programs and clinical placement sites. Academic and clinical faculty share the responsibility of providing students with a range of collaborative and innovative learning experiences. Through integrating flipped teaching into both classroom and clinic experiences, students have greater opportunities to engage in collegial discussions to promote active learning and critical thinking to maximize knowledge translation and facilitate best practice.
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