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

Abstract

Simple Summary This study examined whether the flipped classroom (FC) model could enhance learning in veterinary anatomy, with a particular focus on the respiratory and cardiovascular systems. Rather than attending traditional lectures, students studied the core content independently using interactive videos and quizzes and then used the class time for problem-solving and anatomical discussions. The research, which included digital engagement data, student performance on cognitive-level tasks and survey feedback, was conducted over two academic years. The results showed that students who prepared earlier, especially 2–3 days before class, performed better on complex questions. Survey responses revealed a shift from passive habits, such as watching videos once, to active strategies, such as note-taking and deeper study. The flipped model helped students to develop autonomy, critical thinking and spatial reasoning skills. It also aligned well with educational frameworks and supported key learning outcomes. However, challenges such as limited staffing and resistance to change were also identified. In conclusion, when well-designed and supported, flipped teaching can be a powerful tool for veterinary education. Abstract 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. Objective: 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. Methodology: 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. Results: 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. Conclusion: 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.