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

Traditional lectures in veterinary anatomy often limit student engagement and higher-order thinking. The flipped classroom (FC) model shifts foundational content to independent study using interactive tools such as H5P^® and Wooclap^®, reserving classroom time for collaborative problem-solving.

To evaluate the impact of the FC model on student engagement, preparation habits, and cognitive performance in veterinary anatomy, focusing on the respiratory and cardiovascular systems.

The intervention was implemented over two academic years (2023/24 and 2024/25) and included continuous assessment, cognitive-level evaluations based on Marzano's taxonomy, platform analytics, and anonymous student surveys.

Platform data showed high engagement, with completion rates exceeding 90%. Students who prepared 2-3 days in advance performed better on application and integration tasks. Survey responses indicated a shift from passive video viewing to active learning strategies, such as structured note-taking and strategic time management. By 2024/25, 85% of students dedicated 30+ min to preparation, compared to 48% the previous year.

The FC model fostered autonomy, spatial reasoning, and clinical contextualization. Aligned with constructivist principles, it supported Intended Learning Outcomes through adaptive scaffolding. Despite institutional challenges, the model proved scalable and pedagogically coherent, warranting further longitudinal research and broader curricular integration.