Experiences in a flipped classroom model in nuclear medicine technology education.

3000 Objectives: Flipped classroom discussions are becoming part of the everyday language in higher education; however, there is limited evidence of the effectiveness of flipped classroom instruction within nuclear medicine technology education. Flipped classroom instruction allows for students to learn the material on their own and at their own pace 1,2. It also allows for higher levels of learning for the students. The idea in a flipped classroom concept is that the traditional style of lectures are recorded and posted. They may start and stop the lectures at various points to take notes or to hear the material again. The classroom time allows for more interactive and engaging experiences for the students to enhance learning. Faculty members guide the students in the learning and may clarify ideas that are not well understood via exercises. This study was an observational study of students’ engagement and scores on assessment data in a baccalaureate NMT program. Methods: Students in a two-semester instrumentation course were observed and data from assessments in the form of tests and quizzes were collected, along with final semester grades. During the first semester of the two-course sequence, students attended a traditional style lecture once a week for 2 hours. Homework was given on various topics throughout the semester. There were a total of three tests, unannounced quizzes, and one cumulative final exam. The second semester was a modified flipped-classroom format. This means that the majority of the lectures were recorded and posted online. Students would listen to the lectures on their own time, take notes, and make questions. Class time, which was two hours, once a week, would have various activities for the students to do, including worksheets, group quizzes, presentations or projects. Notes were taken on perceptions of how the students were responding and learning the material. Feedback from the students’ course evaluations was also used, along with grades for additional data information. Results: During the first semester, it was noted that students would often attend class and be unprepared for meaningful discussions on various topics. Based on the unannounced quiz grades collectively for the entire class, it appeared, as many of the students did not read the chapters prior to class. There was little class participation. The majority of the class time was devoted to the faculty presenting a lecture to the students. Very few students asked questions, unless it was asking if the statement could be repeated so they could take notes. The second semester class time was far more active and engaging for faculty and the students. Because the majority of the lectures were recorded and posted online, it allowed for the class time to shift the learning to the students versus lecturing to them. Students were more engaged, asked far more questions, and spurred much longer conversations between students and the faculty. Students’ feedback was more positive; including statements about they understood the material much better than the first semester. Overall, the grades were improved on tests, quizzes, as well as the final course grade. Conclusions: While limited, there is research on flipped classroom within radiology 1,2. This qualitative study, from the perceptions of the faculty member, demonstrates the need for more flipped classroom concept integrated into NMT education. Incorporating flipped classroom models into the NMT program allows for higher-levels of learning and a far more engaged cohort of students. In addition to the faculty’s perceptions of a more engaged class, the students’ descriptions in the course evaluations of knowing the material was positive in the flipped classroom model. Additional research beyond just one sequence of course should be completed on the flipped classroom model in NMT education.