Program Information
Flipped Physics Courses Within a Radiologic Technologist Program: Video Production and Long Term Outcomes
T Oshiro1*, M Donaghy2 , A Slechta3 , (1) UCLA, Los Angeles, CA, (2) California State University, Northridge, Northridge, CA, (3) California State University, Northridge, Northridge, CA
Presentations
MO-DE-BRA-1 (Monday, August 1, 2016) 1:45 PM - 3:45 PM Room: Ballroom A
Purpose:
To determine if the flipped class format has an effect on examination results for a radiologic technologist (RT) program and discuss benefits from creating video resources.
Methods:
From 2001-2015, students had taken both a radiological physics and quality control (QC) class as a part of their didactic training. In 2005/2006, the creation of videos of didactic lectures and QC test demonstrations allowed for a flip where content was studied at home while exercises and reviews were done in-class.
Final examinations were retrospectively reviewed from this timeframe. 12 multiple choice physics questions (MCP) and 5 short answer QC questions (SAQC) were common to pre and post flip exams. The RT program's ARRT exam scores were also obtained and compared to national averages.
Results:
In total, 36 lecture videos and 65 quality control videos were created for the flipped content. Data was ~2.4GB and distributed to students via USB or CD media.
For MCP questions, scores improved by 7.9% with the flipped format and significance (Student’s t-test, p<0.05) was found for 3 of the 12 questions. SAQC questions showed improvement by 14.6% and significance was found for 2 of the 5 questions.
Student enrollment increased from ~14 (2001-2004) to ~23 students (2005-15). Content was continuously added post-flip due to the efficiency of delivery. The QC class in 2003 covered 45 test setups in-class while 65 were covered with video segments in 2014.
Flipped materials are currently being repurposed. In 2015, this video content was restructured into an ARRT exam review guide and in 2016, the content was reorganized for fluoroscopy training for physicians.
Conclusion:
We believe that flipped classes can improve efficiency of content delivery and improve student performance even with an increase in class size. This format allows for flexibility in learning as well as re-use in multiple applications.
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