Abstract:

Introduction:
This project aimed to implement and evaluate a flipped learning approach in the subject Infectious and Parasitic Diseases of Wildlife, taught within the Master’s Degree in Wildlife Management at the University of Murcia, Spain. The course has traditionally posed a challenge for students coming from non-veterinary degrees, such as Biology or Environmental Sciences, who often lack prior training in clinical and pathological concepts that are essential for understanding infectious diseases in animals. This heterogeneity in academic backgrounds underscored the need for a more flexible and student-centred teaching methodology.

Methodology:
To address these challenges, the project adopted a flipped classroom model designed to enhance autonomous learning and promote deeper engagement with complex content. Students were provided with multimedia resources, including clinical case studies, videos, and concise theoretical summaries, which they were required to review prior to the face-to-face sessions. Additionally, diagnostic online surveys enabled early identification of learning difficulties and helped the teaching staff tailor in-class activities.
The classroom sessions were then devoted to collaborative discussion, interactive problem-solving, and case-based learning. A pilot implementation of this approach was performed on three major disease topics, while the remaining syllabus continued to be delivered through traditional lectures. Learning outcomes were evaluated through a final multiple-choice exam, comparing student performance on flipped-learning content with results from traditionally taught material.

Results:
Results demonstrated a strong positive correlation between performance in flipped-classroom activities and final exam scores, with a higher predictive value than that of the traditional lecture-based component. Students with a background in Veterinary Medicine achieved higher scores than those from other disciplines, highlighting the need for continued adapted support for heterogeneous cohorts. Overall, student satisfaction was high, with participants valuing the active and participatory nature of the flipped learning model.
This project provides evidence that flipped learning is an effective pedagogical strategy for teaching clinically oriented content to diverse postgraduate groups, enhancing engagement, autonomy, and conceptual understanding—particularly in subjects requiring integration of theoretical and applied knowledge.

Keywords:

Flipped Learning, Veterinary Education, Postgraduate Teaching Innovation.