Background: Flipped teaching techniques have been gaining popularity in veterinary curricula. These methods of teaching are shown to
increase students’ engagement, promote students’ self-directed learning, and can even improve their academic success. One barrier to their
implementation, however, is the preparation time required by instructors to be ready to participate in active-learning activities in the classroom.
Aims and Objectives: This article describes how 3rd‑year veterinary students prepare for a flipped classroom and if their learning strategies would
influence their academic success. Results: Ninety‑five percent (n = 87) of the students enjoyed the flipped course and the resources provided
by the instructor. Seventy‑five percent of students (n = 69) used the time blocked‑off on their calendar to prepare for this course or to study for
another one. The most student‑used resources were the instructor‑developed e‑book and short recapitulative videos(98% and 61%, respectively).
Students who emphasized critical thinking and effort regulation as their learning strategies were the most successful on their final examination.
Conclusion: Flipping the course without adding to student’s workload was a challenge and remained a main barrier to implementation.
Zhitnitskiy PE. Impact of veterinary students’ preparation and learning strategies on academic success in a flipped swine medicine course. Educ Health Prof 2020;3:8-15.
Zhitnitskiy, Perle E.
Impact of Veterinary Students’ Preparation and Learning Strategies on Academic Success in a Flipped Swine Medicine Course.
Education in the Health Professions journal.
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