Timing, Tools, and Thinking: H5P-Driven Engagement in Flipped Veterinary Education

Area of Science:

• Veterinary Anatomy Education
• Educational Technology
• Pedagogical Innovation

Background:

• Traditional veterinary anatomy lectures can hinder student engagement and critical thinking.
• The flipped classroom (FC) model utilizes interactive tools for independent study, reserving class time for active learning.

Purpose of the Study:

• To assess the flipped classroom model's effect on veterinary anatomy students' engagement, study habits, and cognitive outcomes.
• Focus on the respiratory and cardiovascular systems within the veterinary anatomy curriculum.

Main Methods:

• Implementation over two academic years (2023/24, 2024/25).
• Utilized continuous assessment, cognitive evaluations (Marzano's taxonomy), platform analytics, and anonymous student surveys.
• Interactive tools like H5P® and Wooclap® were employed for foundational content delivery.

Main Results:

• High engagement with over 90% completion rates on interactive platforms.
• Students preparing 2-3 days in advance showed improved performance in higher-order cognitive tasks.
• Significant increase in dedicated preparation time, with 85% of students spending 30+ minutes by 2024/25, up from 48%.

Conclusions:

• The FC model promotes student autonomy, spatial reasoning, and clinical application in veterinary anatomy.
• The approach aligns with constructivist learning principles, supporting learning outcomes through adaptive scaffolding.
• The model demonstrated scalability and pedagogical coherence, suggesting potential for broader integration into veterinary curricula.