Reimagining Veterinary Radiology Education: A Flipped Classroom Triangulated by Teacher and Student Perspectives

Area of Science:

• Veterinary Education
• Radiology Training
• Educational Technology

Background:

• The flipped classroom model shifts lectures to pre-class activities, utilizing class time for higher-order thinking and application.
• Its effectiveness is contingent upon local implementation strategies within diverse curricula.
• This study addresses the first flipped classroom initiative in a traditionally delivered, multidisciplinary veterinary curriculum.

Purpose of the Study:

• To evaluate the impact of a new flipped radiology course on third-year veterinary students' performance.
• To explore teachers' and students' perceptions of the flipped classroom model's initial implementation.
• To identify areas for improvement in workload, motivation, and feedback within the blended learning format.

Main Methods:

• A paired-samples t-test compared pre- and post-assessment scores for radiograph description and analysis.
• Semi-structured interviews gathered teachers' perspectives on the new course format.
• Focus groups explored students' experiences regarding learning, workload, motivation, and feedback.

Main Results:

• Significant improvement in student performance was observed, with mean scores increasing from 6.5 to 9.5 (p < .001).
• Students valued digital resources but reported initial overload, limited feedback, and unclear expectations.
• Teacher opinions were divided, with some in favor and others against the blended learning approach.

Conclusions:

• The flipped radiology course demonstrated potential for enhancing student learning and motivation, particularly as familiarity with the structure grew.
• Challenges related to workload, orientation, and engagement were identified for both students and teachers.
• Future iterations require refinement based on motivation and change management principles to optimize the blended learning experience.