Abstract Title

Physical Therapist Student Perceptions of Creating and Consuming Peer-Generated Flipped Content to Augment Psychomotor Learning

Presenter Name

Elizabeth Henderson

RAD Assignment Number

800

Abstract

Background: The flipped classroom showed increased mastery and employment of content (McLaughlin et al., 2014). Reciprocal peer teaching (RPT) has also proven valid in enhancing students’ learning (Lydon, 2017; Irvine 2017). Using these two learning styles creates an innovative strategy of peer-generated flipped content (FC). The purpose of this study was to explore student perceptions of creating and consuming peer-generated FC to augment psychomotor learning. We hypothesize students will view this design favorably.

Case Information: As part of RPT, first year Doctor of Physical Therapy (DPT) students created manual muscle test videos to augment psychomotor learning. Students viewed the videos via an online learning management platform. Upon course completion, students completed a Likert survey on their perceptions of teaching and learning from peers. Participants completed an electronic informed consent. This study was approved by the IRB at a public university in Texas.

Conclusions: This study shows an overall positive experience creating and consuming peer-generated FC as part of RPT. Students valued the RPT experiences as useful for content mastery. The sample was limited to 1st year DPT students at UNTHSC in Fort Worth, TX and involved one course. Data may not be generalizable beyond these conditions.

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Research Area

Education

Presentation Type

Poster

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Physical Therapist Student Perceptions of Creating and Consuming Peer-Generated Flipped Content to Augment Psychomotor Learning

Background: The flipped classroom showed increased mastery and employment of content (McLaughlin et al., 2014). Reciprocal peer teaching (RPT) has also proven valid in enhancing students’ learning (Lydon, 2017; Irvine 2017). Using these two learning styles creates an innovative strategy of peer-generated flipped content (FC). The purpose of this study was to explore student perceptions of creating and consuming peer-generated FC to augment psychomotor learning. We hypothesize students will view this design favorably.

Case Information: As part of RPT, first year Doctor of Physical Therapy (DPT) students created manual muscle test videos to augment psychomotor learning. Students viewed the videos via an online learning management platform. Upon course completion, students completed a Likert survey on their perceptions of teaching and learning from peers. Participants completed an electronic informed consent. This study was approved by the IRB at a public university in Texas.

Conclusions: This study shows an overall positive experience creating and consuming peer-generated FC as part of RPT. Students valued the RPT experiences as useful for content mastery. The sample was limited to 1st year DPT students at UNTHSC in Fort Worth, TX and involved one course. Data may not be generalizable beyond these conditions.