Transforming Practical Veterinary Anatomy Teaching (2013-2026): From Demonstration to Team-Based Learning.
- 1Departmental Section of Anatomy and Embryology, Faculty of Veterinary Medicine, Universidad Complutense de Madrid, 28040 Madrid, Spain.
- 2Veterinary Department, Faculty of Biomedical and Health Sciences, Universidad Europea de Madrid, 28040 Madrid, Spain.
Abstract
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.
Related
- Transforming the concept of crown shyness into a measurable teaching model in the basic design studio
- A Guided Size Exclusion Chromatography Demonstration for Teaching Polymer Separation and Characterization
- Factors associated with antimicrobial drug prescription in cats receiving outpatient care at a veterinary teaching hospital
- Evaluating the introduction of a practical thyroid ultrasound teaching session for medical students
- Ten simple rules for teaching practical AI to health data teams
BibTeX
@article{martinalguacil2026transforming,
title = {{Transforming Practical Veterinary Anatomy Teaching (2013-2026): From Demonstration to Team-Based Learning.}},
author = {Nieves Martín-Alguacil and Luis Avedillo and Rubén A Mota-Blanco and Mercedes Marañón-Almendros and Miguel Gallego-Agundez},
journal = {Veterinary sciences},
year = {2026},
month = oct,
doi = {10.3390/vetsci13101124},
url = {https://europepmc.org/article/MED/42944218},
note = {CC BY},
}
RIS
TY - JOUR
TI - Transforming Practical Veterinary Anatomy Teaching (2013-2026): From Demonstration to Team-Based Learning.
AU - Nieves Martín-Alguacil
AU - Luis Avedillo
AU - Rubén A Mota-Blanco
AU - Mercedes Marañón-Almendros
AU - Miguel Gallego-Agundez
PY - 2026
DA - 2026/10/21
JO - Veterinary sciences
DO - 10.3390/vetsci13101124
UR - https://europepmc.org/article/MED/42944218
AB - 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.
SN - 2306-7381
ER -