Document Type (Journals)
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.
Dr. April Cowan, OTD, OTR, CHT is an Associate Professor of Instruction and a Program Director in the Department of Occupational Therapy in the School of Health Professions at the University of Texas Medical Branch. She has 32 years of clinical experience and 10 years as a full-time educator. She teaches courses in evidence-based practice and musculoskeletal practice. For more information, see https://www.utmb.edu/shp/occt/cowan
Dr. Karen Ratcliff, PhD, OTR, BCP is an Associate Professor and Associate Chair for Education in the Department of Occupational Therapy in the School of Health Professions at the University of Texas Medical Branch. She has 23 years of clinical experience and seven years as a full-time educator in academia. She teaches courses related to pediatric practice, fieldwork, and education theory. For more information, see https://www.utmb.edu/shp/occt/ratcliff
Dr. Chih-Ying Li, PhD, OTR is an Associate Professor in the Department of Occupational Therapy in the School of Health Professions at the University of Texas Medical Branch. She has 17 years of clinical experience and 6 years as a full-time educator and funded researcher. She actively engages in research and advises students on research efforts and capstone projects. For more information, see https://www.utmb.edu/shp/occt/li
Declaration of Interest
The authors report no declarations of interest.
Cowan, A. C., Ratcliff, K., & Li, C. (2023). Using a Flipped Classroom to Teach Evidence-Based Practice to Entry-Level Occupational Therapy Students. Journal of Occupational Therapy Education, 7 (2). https://doi.org/10.26681/jote.2023.070217
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