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

This study examines the implementation and impact of flipped classroom (FC) in anatomy education over two academic years (2023/24 and 2024/25), with a focus on student engagement, study habits and cognitive performance. The FC approach shifts content acquisition to pre-class study and emphasizes active learning during in-person sessions. It was supported by interactive digital tools (H5P® and Wooclap®) and structured assessments designed at varying cognitive levels. Survey data and engagement metrics revealed a significant shift in student behavior over time. In the second year, students dedicated more time to preparation, adopted deeper learning strategies such as structured note-taking and showed reduced procrastination compared to the previous year. Performance on cognitive tasks improved with earlier access to content, particularly for higher-order questions, suggesting that timing and study strategy are critical to learning outcomes. Despite initial resistance to the flipped learning approach, students' preferences evolved with experience, highlighting the importance of gradual adaptation and continuous evaluation. The study also identified institutional and cultural barriers to pedagogical change, emphasizing the need for supportive infrastructure. Overall, the findings demonstrate that, when implemented thoughtfully, FC can enhance student autonomy, engagement and conceptual understanding, offering a valuable framework for modernizing anatomy instruction in veterinary education.