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

The flipped classroom model aims to shift foundational learning to pre-class activities and use class time for higher-order application, but its effectiveness depends on how the approach is locally implemented. This study examined the introduction of a new flipped radiology course for all third-year veterinary students at the University of Veterinary Medicine Vienna during the semester of 2024-2025. The course replaced the 15 traditional on-site teaching units with six structured online modules and two small-group workshops to prepare students for case-based application; it represented the first flipped classroom within a traditionally delivered, multidisciplinary curriculum. To evaluate changes in performance, pre- and post-assessment scores for describing and analyzing radiographs were compared using a paired-samples t-test. To evaluate how the format was experienced during its initial implementation, semi-structured interviews captured teachers' perspectives, and focus groups explored students' perceptions of learning, workload, motivation, and feedback. The mean scores of points were significantly different (p < .001), with the mean pre- to post-test score increasing by 2.9 points, from 6.5 to 9.5 out of 12. Overall, two teachers were against, one was neutral, and two were in favor of the new blended learning format. One teacher was undecided, with a viewpoint being somewhere between neutral and supportive. Eighteen students took part in the focus groups. Students appreciated the variety of digital resources but reported early-semester overload, limited feedback, and uncertainty about expectations. Notably, the observed increase in student motivation occurred within the same semester as learners became more familiar with the course structure and received clearer guidance. Although learning progress was measured and the flexible, active approach was valued, both teachers and students struggled with workload, orientation, and inconsistent engagement. Guided by motivation and change management principles, future iterations will streamline processes, reduce forums, add automated feedback, and allocate formal online teaching time.

University of Bristol