Flip to Learn & Learn to Flip in Occupational Therapy Education: A Scoping Review

Abstract

Faculty seek methods that efficiently use their time, facilitate deep learning, and acquire competencies through the curriculum. The flipped classroom, a pedagogical approach, is proposed to be one solution to these issues. This study is a scoping review of how health care professional courses apply the flipped classroom model. The specific aims of this scoping review are: (a) determine the health care disciplines using and researching flipped classrooms, (b) identify and categorize instructional/course design and teaching and learning strategies used in flipped classroom literature, and (c) classify the levels of evidence-based education and trustworthiness in the studies as defined by Kirkpatrick's hierarchy. Following the PRISMA guidelines for sectioning the study, twenty studies were included in this scoping review. This scoping review identified various health care professions that have implemented the flipped classroom model at multiple levels of courses and curriculum to enhance student learning experiences. The flipped classroom design model provides different ways of improving learning environments, which could benefit student learning outcomes in academic performance and satisfaction. Pre-class and in-class active learning is the most common teaching and learning strategies; although less common, there is value identified in the after-class learning activities. Research suggests that blended learning and flipped classrooms can be effective in health care professional education to learn, retain, apply, and think critically compared to traditional teaching. Occupational therapy educators can use various learning strategies discussed in this study as an alternative or supplement to enhance or replace the traditional lecture-based teaching style.

Keywords

• flipped classroom
• kirkpatrick levels
• teaching and learning strategies
• blended learning design