Medical education is a domain that entails fast-changing knowledge, its application, and a higher level of thinking; therefore, implementing effective teaching is crucial in this domain. In the field of occupational therapy education, both knowledge and skills occupy a large part of the curriculum, with a high need for improvement. Therefore, a number of studies have revealed that flipped classrooms have a positive impact on educational outcomes.
This study proposes flipped classrooms as an instructional strategy, which aims to create video materials to facilitate learning, and examines how this strategy was accepted by learners and instructors through peer review. Fifteen students who already completed the “Range of Motion Test” course using the conventional teaching method and six occupational therapy teachers who supervised clinical practice were asked to participate in the experiment. The video materials were used for the Range of Motion Test tasks in occupational therapy evaluation. The tasks require frequent training and acquisition of higher level of skills. A questionnaire regarding the actual use and content of the video materials was developed.
The items regarding the use of symbols, lines, and narration in the videos were evaluated as good. The students responded that they “would like to use” such materials in the future, and the instructors indicated that they found the materials helpful for students’ understanding. Additionally, specific opinions from the students and instructors regarding the improvement of the video materials were gathered. These points were expressed by both students and instructors, and future improvements would further enhance the educational effectiveness of video materials. However, this study is limited in terms of the opinions gathered. Therefore, further research on the quality and satisfaction levels of advanced learning materials and educational effectiveness of flipped classrooms must be conducted in the future.
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