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Using a Flipped Classroom to Teach Evidence-Based Practice to Entry-Level Occupational Therapy Students

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Title: Using a Flipped Classroom to Teach Evidence-Based Practice to Entry-Level Occupational Therapy Students
Language: English
Authors: April C. Cowan, Karen Ratcliff, Chih-Ying Li
Source: Journal of Occupational Therapy Education. 2023 7(2).
Availability: Journal of Occupational Therapy Education. 521 Lancaster Avenue, Richmond, KY 40475. e-mail: jote@eku.edu; Web site: https://encompass.eku.edu/jote/
Peer Reviewed: Y
Page Count: 17
Publication Date: 2023
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: Occupational Therapy, Allied Health Occupations Education, Allied Health Personnel, Flipped Classroom, Evidence Based Practice, Group Discussion, Doctoral Students, Teamwork, Self Efficacy, Program Effectiveness
ISSN: 2573-1378
Abstract: Constructivist teaching approaches rely on students to be active participants in their learning. A flipped classroom is a constructivist approach that requires the students to complete pre-learning activities outside of class. Thus, in class the students can practice and engage in team-based discussions and teacher guided learning. We delivered evidence-based practice (EBP) concepts to entry level occupational therapy (OT) students in a doctoral program using a constructivist approach, that included a flipped classroom model and reliance on team-based strategies. We used the Evidence Based Practice Confidence (EPIC) Scale to assess the change in students' confidence in EBP. Students demonstrated statistically significant differences in their confidence for EBP after the course. Evaluation of the changes in EPIC Scale scores indicates that a flipped classroom and team-based activities are effective approaches to teach EBP for entry level OT doctoral students.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1456234
Database: ERIC
FullText Text:
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  Data: Using a Flipped Classroom to Teach Evidence-Based Practice to Entry-Level Occupational Therapy Students
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  Data: <searchLink fieldCode="AR" term="%22April+C%2E+Cowan%22">April C. Cowan</searchLink><br /><searchLink fieldCode="AR" term="%22Karen+Ratcliff%22">Karen Ratcliff</searchLink><br /><searchLink fieldCode="AR" term="%22Chih-Ying+Li%22">Chih-Ying Li</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Occupational+Therapy+Education%22"><i>Journal of Occupational Therapy Education</i></searchLink>. 2023 7(2).
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  Data: Journal of Occupational Therapy Education. 521 Lancaster Avenue, Richmond, KY 40475. e-mail: jote@eku.edu; Web site: https://encompass.eku.edu/jote/
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  Data: 17
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  Data: <searchLink fieldCode="DE" term="%22Occupational+Therapy%22">Occupational Therapy</searchLink><br /><searchLink fieldCode="DE" term="%22Allied+Health+Occupations+Education%22">Allied Health Occupations Education</searchLink><br /><searchLink fieldCode="DE" term="%22Allied+Health+Personnel%22">Allied Health Personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Flipped+Classroom%22">Flipped Classroom</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Group+Discussion%22">Group Discussion</searchLink><br /><searchLink fieldCode="DE" term="%22Doctoral+Students%22">Doctoral Students</searchLink><br /><searchLink fieldCode="DE" term="%22Teamwork%22">Teamwork</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink>
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  Data: Constructivist teaching approaches rely on students to be active participants in their learning. A flipped classroom is a constructivist approach that requires the students to complete pre-learning activities outside of class. Thus, in class the students can practice and engage in team-based discussions and teacher guided learning. We delivered evidence-based practice (EBP) concepts to entry level occupational therapy (OT) students in a doctoral program using a constructivist approach, that included a flipped classroom model and reliance on team-based strategies. We used the Evidence Based Practice Confidence (EPIC) Scale to assess the change in students' confidence in EBP. Students demonstrated statistically significant differences in their confidence for EBP after the course. Evaluation of the changes in EPIC Scale scores indicates that a flipped classroom and team-based activities are effective approaches to teach EBP for entry level OT doctoral students.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
    Subjects:
      – SubjectFull: Occupational Therapy
        Type: general
      – SubjectFull: Allied Health Occupations Education
        Type: general
      – SubjectFull: Allied Health Personnel
        Type: general
      – SubjectFull: Flipped Classroom
        Type: general
      – SubjectFull: Evidence Based Practice
        Type: general
      – SubjectFull: Group Discussion
        Type: general
      – SubjectFull: Doctoral Students
        Type: general
      – SubjectFull: Teamwork
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
    Titles:
      – TitleFull: Using a Flipped Classroom to Teach Evidence-Based Practice to Entry-Level Occupational Therapy Students
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            NameFull: April C. Cowan
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            NameFull: Karen Ratcliff
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            NameFull: Chih-Ying Li
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              M: 01
              Type: published
              Y: 2023
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              Value: 2573-1378
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              Value: 7
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