Flipped classroom with video on learning the concept of Proprioceptive Neuromuscular Facilitation

Abstract

Introduction: The teaching and learning of Proprioceptive Neuromuscular Facilitation-PNF patterns and techniques are traditionally approached through lecture and simulation practice in the laboratory, however, their difficult understanding by students is inferred. Objective: To determine if the Flipped classroom strategy supported by videos has a greater influence on the learning of the patterns and techniques of the FNP concept in relation to the traditional classroom model. Methodology: Quantitative, quasi-experimental approach with 52 participants. The control group corresponds to the 2019-2 student cohort and the experimental group to the 2020-1 cohort of a physiotherapy academic program in a Colombian university. During four weeks the control group received teaching under the traditional modality and the experimental group with the inverse demonstration class modality supported by videos. A statistical analysis of the results of the pretest-posttest evaluation was performed, according to test scores, assessing by means of a questionnaire the students’ perception of the flipped classroom with videos. Results and discussion: When comparing the pretest and posttest in both groups there are significant differences in performance (p < 0.05), however, in the final results no significant differences are observed between one group and the other (p > 0.05). Conclusion: Both the inverse class strategy supported by videos and the traditional model are valuable in the teaching-learning process of the FNP treatment concept because they contribute to the strengthening of the pedagogical practice and the development of performance competences in the student.