Flipped Classroom vs. Flip-Jigsaw in Theoretical Physiotherapy Education

Isparta University of Applied Sciences

Status: Not yet enrolling

Conditions: Students; Educational Technology; Undergraduate Health Professional Students; Educational Interventions; Physiotherapy and Rehabilitation

Treatments: Other: Experimental

Study type: Interventional

Funder types: Other

Identifiers

NCT06950918

postdr2

Details and patient eligibility

About

Study Summary:

This quasi-experimental pre-test-post-test study aims to compare the effects of Flipped Classroom (FC) and Flip-Jigsaw instructional models on theoretical knowledge acquisition, academic motivation, and class engagement among 86 third-year physiotherapy undergraduates enrolled in a theory-based public health course.

Primary Questions:

How does the hybrid Flip-Jigsaw model impact learning and motivation outcomes compared to FC alone?

Do FC and Flip-Jigsaw differ in enhancing theoretical knowledge, motivation, and participation?

Comparison: Researchers will compare the FC group (pre-class videos + in-class discussions) with the Flip-Jigsaw group (video-based pre-learning + structured peer teaching) to evaluate differences in outcomes.

Participant Tasks:

Attend lectures and complete pre-/post-knowledge tests.

Engage in practical sessions (FC: group discussions; Flip-Jigsaw: peer-led jigsaw activities).

Complete motivation surveys and participation assessments.

Significance: Addresses the gap in understanding Flip-Jigsaw's efficacy in physiotherapy education, despite prior reports on FC and Jigsaw's individual benefits.

Enrollment: 86 estimated patients

Sex: All

Ages: 18 to 25 years old

Volunteers: Accepts Healthy Volunteers

Inclusion criteria

• To be between the ages of 18-25
• Volunteering to participate in the study
• Taking the course for the first time
• Having access to the Internet
• Compulsory course attendance

Exclusion criteria

• Being a minor student
• Not being the first undergraduate education
• To have previously attended courses, seminars, webinars, etc. related to public health
• Participation in other pedagogical studies during the same academic term.
• Failure to complete ≥1 assessment (pre-test, post-test, or surveys).

Trial design

Primary purpose: Basic Science

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: Single Blind

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86 participants in 2 patient groups

Flipped Clasroom Group

Experimental group

Description:

Pre-class: Asynchronous video lectures covering theoretical content (e.g., public health principles, manual therapy techniques) were provided via an online platform. Students were required to review materials before in-person sessions. In-class: Instructor-led interactive discussions, case analyses, and problem-solving activities focused on applying theoretical knowledge. No peer-teaching components were included. Structure: Emphasis on self-paced learning followed by collaborative, instructor-guided reinforcement.

Treatment:

Other: Experimental

Flipped-Jigsaw Group

Experimental group

Description:

Pre-class: The same video lessons as the FC group are delivered only to the students in the expert group in the pre-class content delivery. In-class: Structured peer-teaching using the Jigsaw technique: Expert Groups: Students were divided into small groups, each assigned a subtopic (e.g., cervical spine assessment techniques) to master. Home Groups: Students returned to mixed groups to teach their subtopic to peers, ensuring collective knowledge integration. Instructor Role: Facilitated discussions and provided feedback but did not lead content delivery. Structure: Combines self-paced learning with peer-driven, collaborative skill-building.

Treatment:

Other: Experimental