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 AI.

Traditional lectures in veterinary anatomy often limit student engagement and higher-order thinking. The flipped classroom (FC) model shifts foundational content to independent study using interactive tools such as H5P^® and Wooclap^®, reserving classroom time for collaborative problem-solving. Objective: To evaluate the impact of the FC model on student engagement, preparation habits, and cognitive performance in veterinary anatomy, focusing on the respiratory and cardiovascular systems. Methodology: The intervention was implemented over two academic years (2023/24 and 2024/25) and included continuous assessment, cognitive-level evaluations based on Marzano’s taxonomy, platform analytics, and anonymous student surveys. Results: Platform data showed high engagement, with completion rates exceeding 90%. Students who prepared 2–3 days in advance performed better on application and integration tasks. Survey responses indicated a shift from passive video viewing to active learning strategies, such as structured note-taking and strategic time management. By 2024/25, 85% of students dedicated 30+ min to preparation, compared to 48% the previous year. Conclusion: The FC model fostered autonomy, spatial reasoning, and clinical contextualization. Aligned with constructivist principles, it supported Intended Learning Outcomes through adaptive scaffolding. Despite institutional challenges, the model proved scalable and pedagogically coherent, warranting further longitudinal research and broader curricular integration.

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.

This study evaluated the long-term effects of transitioning from traditional practical teaching to Team-Based Learning (TBL) in veterinary anatomy education. A longitudinal analysis was conducted across thirteen student cohorts at the Faculty of Veterinary Medicine at the Complutense University of Madrid between the academic years 2013/14 and 2025/26. The transformation of the curriculum gradually replaced instructor-centered practical sessions with a structured TBL model incorporating readiness assurance tests, team application exercises, independent study and supplementary digital resources. Student performance was evaluated using practical examination scores, individual and team readiness assurance tests (iRATs and tRATs) and application-oriented cognitive assessments (AOCAs). Sectional anatomy performance improved from scores below 5.0 during the traditional teaching phase to above 6.5 in recent cohorts, with lower variability in scores. Meanwhile, osteology grades increased from 4.33 ± 2.54 in 2019/20 to 5.06 ± 1.96 in 2025/26, and AOCA scores rose from 4.51 ± 2.70 to 8.20 ± 1.50. Team readiness scores consistently exceeded individual scores, highlighting the value of collaborative learning. Independent study and engagement with digital resources were associated with significantly better outcomes, particularly in AOCAs. Overall, these results suggest that TBL should be integrated into veterinary anatomy curricula in the long term due to its positive impact on academic performance, collaboration, and higher-order cognitive skills.

A perineal hernia in dogs results from a failure of the pelvic diaphragm and is often accompanied by a displacement of the pelvic and abdominal organs. However, detailed descriptions of accompanying vascular and neural alterations are limited. This study uses a combination of fluoroscopic imaging and anatomical dissection to characterize the perineal arterial and neural anatomy in two control dogs and three dogs with unilateral or bilateral perineal hernias; however, only one control underwent fluoroscopy, and neural dissection was performed on one control and on the bilateral case. In the control specimen, the vascular pattern followed the classical NAV arrangement. In contrast, the hernia cases exhibited marked variability, including altered origins and lengths of the dorsal and ventral perineal arteries; long- or short-type internal iliac and internal pudendal arteries; and displacement or deterioration of the superficial perineal nerve. These changes were most pronounced in the dog with a bilateral hernia, which was accompanied by severe degeneration of the levator ani and coccygeus muscles and herniation of the colon, urinary bladder, and urethra. Fluoroscopic findings closely corresponded with anatomical observations, demonstrating the value of imaging in the preoperative assessment of vascular variations. Overall, this study provides a comprehensive description of the neurovascular and muscular modifications associated with perineal hernias and emphasizes the need for individualized anatomical evaluations to optimize surgical planning and reduce intraoperative risks.