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Aim: The purpose of this study was to compare the perception of the flipping classroom model between the first year and third year health science degree students. Design: A total number of 51 students (n=24 from year one and n=27 from year three) from degree physiotherapy programme. Year one and year three students were enrolled for pathology and cardio respiratory courses respectively. The flipped classroom model was introduced for the first time to students during the same teaching semester by the same instructor. Students were requested to read posted online materials of their respective courses which included a brief introduction of the topic, video podcasts and frequently asked questions related to the topic. Students were instructed to respond the questions posted, prior to the scheduled face-toface class. The instructor discussed during the contact session. The participants feedback and their perception about this method were obtained by using a questionnaire. Result: Perception about the flipped class was different among the first and final year students. Conclusion: This study found that the year one students are open to accept the flipped classroom model when compared to the third year students. Health and Nursing at the Nova Southeastern University, infers that today‟s health science instructors are challenged because they need to lay the basic meaningful knowledge which the students can apply in clinical reasoning rather than blindly following the usual protocol solutions [8]. After being used to a way of learning, it takes time for students to acknowledge and inculcate the new way of learning. Change is not easily acceptable when one is used to years of practice in a comfortable zone. Students as well as instructors take time to accept and accommodate to flipped classroom model. Flipped classroom would have faced its share of oppositions from students as well as academic critics. This study aims to compare the perception of the flipping classroom model between year one and year three health science students. From this study we expect year one students who are new to the university education and their perception towards the flipped classroom model would be a positive approach, whereas year three students being used to the traditional classroom teaching were anticipated to resist the new learning approach.

Perception of Flipped Classroom Model among Year One and Year Three Health Science Students