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Digital Learning Interactions in Veterinary Anatomy Education Enhance Self-Directed Learning and Student
Saira A K Akhtar1, Sarah B Channon1, Renato L Previdelli2
1Royal Veterinary College, London, UK.
Journal of Veterinary Medical Education
|June 4, 2026
Summary
New directed learning interactions (DLIs) in veterinary anatomy education improved learning outcomes for graduate accelerated students. These online tools were valuable for revision and reinforcing complex gastrointestinal anatomy concepts.
Area of Science:
- Veterinary Education
- Digital Learning in Higher Education
- Anatomy and Physiology Education
Background:
- The integration of digital learning in veterinary higher education necessitates evaluating new tools.
- A gap exists in understanding the impact of virtual resources on self-directed learning in veterinary anatomy.
- Blended learning environments require innovative approaches to enhance student engagement and knowledge consolidation.
Purpose of the Study:
- To develop and assess novel online, asynchronous, self-directed learning tools called directed learning interactions (DLIs).
- To evaluate the impact of DLIs on veterinary students' learning experiences and outcomes in challenging gastrointestinal anatomy and physiology topics.
- To explore student perceptions regarding the usability and relevance of DLIs in veterinary anatomy curriculum.
Main Methods:
- Development of DLIs using a virtual learning environment's quiz feature and an HTML5 Package plugin.
- Focus on four key gastrointestinal veterinary anatomy and physiology areas: comparative dentistry, ruminant and equine abdominal anatomy, and gastric ulcer physiology.
- Quantification of participation and performance metrics across two student cohorts, supplemented by qualitative feedback on DLIs.
Main Results:
- Graduate accelerated students demonstrated higher participation and achievement of learning outcomes compared to 5-year BVetMed students.
- Performance varied across DLI topics, indicating areas of strength and opportunities for curriculum enhancement.
- Students found DLIs valuable for revision and reinforcing specific anatomical topics, though lectures and practical sessions remained preferred for initial learning.
Conclusions:
- Directed learning interactions (DLIs) show promise as effective supplementary tools in veterinary anatomy education, particularly for self-directed revision.
- The effectiveness of DLIs may differ between student cohorts, suggesting potential for tailored educational strategies.
- Further refinement of DLI content and integration is recommended to optimize their role in veterinary anatomy blended learning programs.
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