Adapted model of flipped classroom in Veterinary Medical Pathology teaching: students' perception

The European Higher Education Area (EHEA) has restructured university faculty to reduce classroom time dedicated to theoretical teaching. For this reason, we have resorted to the inverted- or flipped-classroom, where students acquired complimentary instruction prior to classroom instruction. Our objective was to evaluate the usefulness of online tests to evaluate students' knowledge prior to theoretical classroom instruction, the degree of student satisfaction, and student performance. During the last academic year, we implemented online tests requiring students to review information prior to in-person classroom instruction. We carried out an anonymous survey evaluating student perception related to the flipped classroom method and how it affected acquiring medical-veterinary knowledge and skills. We collected the final evaluation results in recent years. Students took this assessment online, with mixed results, although the majority obtained high scores. The modified inverted class was favorably perceived by students and demonstrated a high degree of satisfaction with the knowledge and skills they acquired. For these reasons, we can affirm that students favorably accept the inverted classroom model.