Abstract
[Purpose] This paper identifies problems in the implementation of flipped classrooms in the field of physical therapy, examines measures to resolve these problems, and evaluates the pedagogical approach. [Subjects and Methods] The participants were 99 second-year students enrolled in the General Theory of Kinesiology at the Department of Physical Therapy, School of Health Sciences, the International University of Health and Welfare. After each preparatory video lecture, the students completed a questionnaire assessing their understanding and opinions of the video. In addition, the students answered free-response questions regarding their evaluations, opinions, and impressions of the classes. [Results] The survey responses indicated a high understanding and positive evaluations of the preparatory video lectures. No significant difference in class evaluation was found between the flipped classroom and traditional teaching methods. [Conclusion] Problems arising during implementation of the flipped classroom method were handled appropriately, and the method was introduced smoothly.
