Impact of integrating flipped classroom model and multi-functional camera system on practical skills and satisfaction in musculoskeletal rehabilitation education among health professional students.

BACKGROUND: Historically, physical therapy focused on physical capabilities. The "Musculoskeletal Rehabilitation" course within the Rehabilitation Therapy (RT) program is a highly practical course that requires students to master complex clinical skills. Traditional teaching methods have struggled to engage students effectively, and the lack of interaction has reduced learning outcomes. This study aims to examine the effects of combining the flipped classroom model (FCM) with a multi-functional camera system (MFCS) on enhancing student performance, course satisfaction, and practical skills. METHODS: This quasi-experimental study included 106 Guangzhou Medical University RT candidates from 2020 to 2021. We divided the students into four groups: the Combined Group (FCM combined with MFCS), the MFCS Group, the FCM Group, and the Traditional Approach Group (TA Group). After completing the course, students filled out questionnaires that assessed course satisfaction, MFCS effectiveness, and their mastery of SOAP (subjective, objective, assessment, plan) practical skills. We also evaluated teaching effectiveness using the final exam scores. We statistically analysed the data using SPSS 25.0. RESULTS: The results showed that students in the Combined Group had significantly higher scores in practical assessments, theoretical exams, and overall scores compared to the FCM and the TA groups (P < 0.05). In terms of course satisfaction, the Combined Group also scored significantly higher than the FCM and the TA groups (P < 0.05). Further analysis revealed a strong positive correlation between overall course satisfaction and SOAP scores in the Combined and MFCS groups. CONCLUSION: The teaching model that combines the FCM with the MFCS significantly enhances students' classroom experience, practical skills, and learning achievements. The results suggest that this integrated teaching approach effectively bridges the gap between classroom learning and clinical practice skills, making it worthy of broader application in highly practical professional courses.