Application of Blended Learning to Veterinary Gross Anatomy Practical Sessions: Students’ Perceptions of Their Learning Experience and Academic Outcomes

SIMPLE SUMMARY: Blended learning strategies are becoming more popular in health sciences teaching, including veterinary medicine. However, the use of these methods in practical classes is less commonly described. This paper outlines a blended learning approach using flipped classrooms, collaborative learning, and gamification in gross anatomy practicals for first-year veterinary students. The practicals were restructured to include video pre-viewing, quizzes, collaborative group work, and a card game. Results showed a small but significant improvement in practical anatomy exam scores for the locomotor apparatus, with no significant difference in organic systems exams. Student satisfaction was high, with positive feedback regarding motivation, stimulation, and learning with peers. This study demonstrates that blended learning in anatomy practicals, including a flipped classroom and gamification, can enhance the student learning experience and optimize the limited time available for practicals. ABSTRACT: The use of blended learning strategies is increasingly common in health sciences, including veterinary medicine; however, there are very few descriptions of these methods being applied to practicals. We describe here the application of blended learning based on the implementation of flipped classrooms with collaborative learning and gamification to the 2020–2021 veterinary medicine gross anatomy practicals at CEU Cardenal Herrera University (Spain). Students prepared for the sessions by pre-viewing videos and taking a quiz before the start. The sessions were conducted in small groups where students learned through collaborative work and reviewed their learning with a card game. A small but significant increase was observed when comparing the scores of practical exams of the locomotor apparatus with those of 2018–2019 (6.79 ± 2.22 vs. 6.38 ± 2.24, p < 0.05), while the scores were similar (7.76 ± 1.99 vs. 7.64 ± 1.92) for the organ system exams. Students’ responses in a satisfaction survey were mostly positive (>80%) regarding the motivating and learning-facilitating effect of this educational method. Our work shows that the application of blended learning in anatomy practicals based on a flipped classroom and with elements of gamification and collaborative work can be an effective way to improve the learning experience of students.