Martín Alguacil, María NievesAvedillo Cea, Luis JavierMota Blanco, Rubén AvelinoMarañón Almendros, MercedesGallego Agúndez, Miguel2025-09-152025-09-152025Martín-Alguacil, N., Avedillo, L., Mota-Blanco, R. A., Marañón-Almendros, M., & Gallego-Agúndez, M. (2025). ChatGPT as a Virtual Peer: Enhancing Critical Thinking in Flipped Veterinary Anatomy Education. International Medical Education, 4(3), 34. https://doi.org/10.3390/ime403003410.3390/ime4030034https://hdl.handle.net/20.500.14352/123930Author Contributions: Conceptualization, N.M.-A.; methodology, N.M.-A., L.A., R.A.M.-B., M.M.-A. and M.G.-A.; validation, N.M.-A., L.A. and R.A.M.-B.; formal analysis, N.M.-A., L.A. and R.A.M.-B.; investigation, N.M.-A., L.A. and R.A.M.-B.; resources, N.M.-A., L.A., R.A.M.-B., M.M.-A. and M.G.-A.; data curation, N.M.-A., L.A., R.A.M.-B., M.M.-A. and M.G.-A.; writing—original draft preparation, N.M.-A.; writing—review and editing, N.M.-A., L.A. and R.A.M.-B.; supervision, N.M.-A. All authors have read and agreed to the published version of the manuscript.{Citation}Artificial intelligence is transforming higher education, particularly in flipped classroom settings, in which students learn independently prior to class and collaborate during in-person sessions. This study examines the role of ChatGPT as a virtual peer in a veterinary anatomy course centered on cardiovascular and respiratory systems. Over two academic years (2023–2025), 297 first-year veterinary students worked in small groups to explore anatomy through structured prompts in English and Spanish using ChatGPT versions 3.5 and 4. Activities involved analyzing AI output, evaluating anatomical accuracy, and suggesting alternative names for vascular variations. Learning outcomes were assessed using Bloom’s Taxonomy-based questions, and student perceptions were captured via online surveys. Progressive performance improvement was noted across three instructional phases, particularly in higher-level cognitive tasks (Bloom level 4). Responses to English prompts were more accurate than those to Spanish prompts. While students appreciated ChatGPT’s role in reinforcing knowledge and sparking discussion, they also flagged inaccuracies and emphasized the need for critical evaluation. Peer collaboration was found to be more influential than chatbot input. Conclusions: ChatGPT can enrich flipped anatomy instruction when paired with structured guidance. It supports content review, fosters group learning and promotes reflective thinking. However, developing digital literacy and ensuring expert oversight are essential to maximizing the educational value of AIengAttribution 4.0 Internationalhttp://creativecommons.org/licenses/by/4.0/journal article2813-141Xhttps://doi.org/10.3390/ime4030034.open access371.3636.09:611Critical thinkingDigital literacyFlipped classroomGenerative AIVeterinary anatomyEducaciónAnatomía veterinaria5801 Teoría y Métodos Educativos2401.01 Anatomía Animal