[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-studies-list:{\"overallStatus\":[\"RECRUITING\",\"AVAILABLE\",\"NOT_YET_RECRUITING\"],\"leadSponsorName\":\"Isparta University of Applied Sciences\",\"orderBy\":\"LastUpdateSubmitDate:desc\",\"size\":25,\"offset\":0}":3,"health-study-condition:":50},{"pageToken":4,"total":5,"offset":6,"count":5,"results":7},null,1,0,[8],{"id":9,"slug":10,"hasResults":11,"nctId":12,"briefTitle":13,"officialTitle":14,"acronym":4,"eligibilityCriteria":15,"healthyVolunteers":16,"sex":17,"minAge":18,"maxAge":19,"enrollmentInfo":20,"targetDuration":4,"studyType":23,"phases":24,"briefSummary":26,"conditions":27,"keywords":33,"overallStatus":38,"whyStopped":4,"lastUpdateSubmitDate":39,"lastUpdatePostDateStruct":40,"startDateStruct":43,"completionDateStruct":45,"leadSponsor":47,"locationsCount":5},"100589169","flipped-classroom-vs-flip-jigsaw-in-theoretical-physiotherapy-education-100589169",false,"NCT06950918","Flipped Classroom vs. Flip-Jigsaw in Theoretical Physiotherapy Education","The Role of Flipped Classroom and Flip-Jigsaw in Theoretical Physiotherapy Education: A Comparison of Knowledge, Motivation and Engagement","Inclusion Criteria:\n\n* To be between the ages of 18-25\n* Volunteering to participate in the study\n* Taking the course for the first time\n* Having access to the Internet\n* Compulsory course attendance\n\nExclusion Criteria:\n\n* Being a minor student\n* Not being the first undergraduate education\n* To have previously attended courses, seminars, webinars, etc. related to public health\n* Participation in other pedagogical studies during the same academic term.\n* Failure to complete ≥1 assessment (pre-test, post-test, or surveys).",true,"ALL","18 Years","25 Years",{"count":21,"type":22},86,"ESTIMATED","INTERVENTIONAL",[25],"NA","Study Summary:\n\nThis quasi-experimental pre-test-post-test study aims to compare the effects of Flipped Classroom (FC) and Flip-Jigsaw instructional models on theoretical knowledge acquisition, academic motivation, and class engagement among 86 third-year physiotherapy undergraduates enrolled in a theory-based public health course.\n\nPrimary Questions:\n\nHow does the hybrid Flip-Jigsaw model impact learning and motivation outcomes compared to FC alone?\n\nDo FC and Flip-Jigsaw differ in enhancing theoretical knowledge, motivation, and participation?\n\nComparison: Researchers will compare the FC group (pre-class videos + in-class discussions) with the Flip-Jigsaw group (video-based pre-learning + structured peer teaching) to evaluate differences in outcomes.\n\nParticipant Tasks:\n\nAttend lectures and complete pre-\u002Fpost-knowledge tests.\n\nEngage in practical sessions (FC: group discussions; Flip-Jigsaw: peer-led jigsaw activities).\n\nComplete motivation surveys and participation assessments.\n\nSignificance: Addresses the gap in understanding Flip-Jigsaw's efficacy in physiotherapy education, despite prior reports on FC and Jigsaw's individual benefits.",[28,29,30,31,32],"Physiotherapy and Rehabilitation","Educational Technology","Educational Interventions","Students","Undergraduate Health Professional Students",[34,35,36,37],"Flipped Clasroom","Flip-J","Learning Model","Physiotherapy education","RECRUITING","2026-03-25",{"date":41,"type":42},"2026-03-31","ACTUAL",{"date":44,"type":42},"2025-05-10",{"date":46,"type":22},"2026-07-10",{"name":48,"class":49},"Isparta University of Applied Sciences","OTHER",""]