“Computerised Medical Simulation Flipped Classroom” bridges the gap between university-based classroom teaching and hospital-based clinical training in Physiotherapy Education

Clinical education is an essential component of physiotherapy education. Students often report stress during hospital-based clinical training due to perceived learning gaps between university-based education and real-world practice. These gaps may stem from factors such as unfamiliarity with clinical environments, inexperience, challenges in integrating theory into practice, and underdeveloped communication skills. To address this, the concepts of medical simulation (technology) and the flipped classroom approach (pedagogy) were integrated into cardiopulmonary physiotherapy education (content), developing the Computerised Medical Simulation Flipped Classroom. This study evaluates the effectiveness of this approach and explores students’ learning experiences using a mixed-methods design. A total of 166 students participated. All reported significantly improved self-perceived competency and confidence in performing assessments, delivering treatments, setting clinical priorities, and responding to dynamic patient condition changes. Focus group interviews revealed that students valued the simulation experience, particularly because it mimicked real clinical scenarios. Participants highlighted opportunities to familiarize themselves with ward environments, practice communication and hands-on skills with the simulated patients, and deepen their understanding in clinical reasoning and theoretical principles during facilitator-guided debriefing sessions. These findings suggest that the Computerised Medical Simulation Flipped Classroom effectively bridges the gap between academic training and clinical practice. Future studies should explore how this approach influences objective performance metrics, such as summative grades during clinical placements.