Comparison of flipped and team-based learning models in cervical region manual therapy teaching: a mixed method study

In our study, we aimed to measure the acquisition and retention of psychomotor-based cervical region manual therapy subject knowledge in physiotherapy students studying with flipped classroom (FMS) and team-based model (TT). In our study, 4th grade students of the department of physiotherapy and rehabilitation were randomly divided into TT group (n=34) and TYS group (n=32). The TT group was divided into groups and practiced after the lecture in the classroom. They studied homework, articles and case examples outside the classroom. The TYS group started learning outside the classroom. Basic knowledge was gained through online lectures, homework, case examples, article readings. In the classroom environment, evaluation of knowledge, in-class discussions, question-answer process and practical application by dividing into groups. The learning lasted 7 weeks. Mixed method study was applied in our study. Pre, post and retention knowledge tests were applied to measure the level of theoretical knowledge. To measure the level of practical knowledge, an initial practical exam and a retention practical exam after 5 months were administered. The academic motivation scale was used and course attendance and follow-up times were recorded. Quantitative data were obtained through one-to-one interviews using semi-structured questions. There was no difference between the groups in the post and retention knowledge tests (p=0.15). Within the group, both groups showed a significant increase in the post-test compared to the pre-test (p<0.001) and a significant decrease in the retention test compared to the post-test (p<0.001). In the first practical evaluation exam after the training, the TYS group was significantly higher than the TT group in total score (p=0.04), patient-treatment compatibility (p=0.03) and practical application skills (p=0.01) sub-parameters. Academic motivation of the TYS group was found to be higher (p<0.05). There was no correlation between achievement and in-group course monitoring or course attendance (p>0.05). As a result, the TYS model is as effective as the TT model in the acquisition of theoretical knowledge. In practical knowledge and skills, the TYS model provides more gains than the TT model. Advantages such as ease of note-taking, repeated viewing, and flexible time and space were reported in the TYS model. Academic motivation is higher in the TYS model. Physiotherapy instructors may prefer the TYS model in psychomotor-based courses considering practical knowledge retention and qualitative advantages.