Transformation of Veterinary Education through the Flipped  Classroom Model: Advantages, Challenges, and Future  Implications

Authors

  • Ranjani Rajasekaran Assistant Professor, Department of Veterinary Microbiology, Veterinary College and Research Institute, Veerapandi, Theni-625531. TNUVAS, India.
  • K Padmanath Veterinary College and Research Institute, Veerapandi, Theni-625 534, Tamil Nadu Veterinary and Animal Sciences University, Chennai, India.
  • S Sasikumar Veterinary College and Research Institute, Veerapandi, Theni-625 534, Tamil Nadu Veterinary and Animal Sciences University, Chennai, India.
  • P N Richard Jagatheesan Veterinary College and Research Institute, Veerapandi, Theni-625 534, Tamil Nadu Veterinary and Animal Sciences University, Chennai, India.

DOI:

https://doi.org/10.48165/ijvsbt.20.2.01

Keywords:

Active learning, Flipped classroom, Technology in education, Transformative teaching, Veterinary education

Abstract

Veterinary education is undergoing a significant transformation, with the adoption of the flipped classroom model at its forefront. This  innovative pedagogical approach challenges the traditional teaching method by reversing the sequence of instruction. In the flipped  classroom, students engage with pre-recorded lectures and readings independently before attending in-person class sessions, which are  now dedicated to active learning, group discussions, problem-solving, and practical application. The model's adoption aligns seamlessly  with the broader shift towards student-centered, outcome-based education, equipping veterinary students with essential skills and  knowledge for their dynamic profession. While the flipped classroom presents numerous advantages, it is not without challenges,  including technology requirements, instructor time investment, and the need to address resistance to change. Nevertheless, the  transformative potential of the flipped classroom in veterinary education is promising, emphasizing lifelong learning and adaptability  in an ever-evolving field. This shift, enabled by technology and innovative teaching strategies, prepares veterinary graduates to excel  in their profession's dynamic landscape.

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Author Biographies

  • K Padmanath, Veterinary College and Research Institute, Veerapandi, Theni-625 534, Tamil Nadu Veterinary and Animal Sciences University, Chennai, India.

     

     

  • S Sasikumar, Veterinary College and Research Institute, Veerapandi, Theni-625 534, Tamil Nadu Veterinary and Animal Sciences University, Chennai, India.

     

     

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The future of veterinary education is undergoing a transformative shift, prominently marked by the increasing adoption of the flipped classroom model. This innovative approach aligns seamlessly with the overarching trend towards student-centered, outcome-based education, emphasizing critical thinking and practical application. By reversing the traditional teaching method and leveraging technology, the flipped classroom equips veterinary students with the skills, knowledge, and collaborative abilities vital for success in the dynamic field of veterinary medicine. It prepares graduates to navigate the complexities of their profession, promoting lifelong learning and adaptability, essential attributes in the ever-evolving landscape of veterinary practice (Deslauriers et al., 2011; Hemmings et al., 2012; McLaughlin et al., 2014).

Co n c lu sio n

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Published

2024-03-10

Issue

Vol. 20 No. 2 (2024): The Indian Journal of Veterinary Sciences and Biotechnology (IJVSBT) (Mar-Apr) 2024

Section

Review Article

License

Copyright (c) 2024 Indian Journal of Veterinary Sciences & Biotechnology

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to Cite

Rajasekaran, R., Padmanath, K., Sasikumar, S., & Richard Jagatheesan, P.N. (2024). Transformation of Veterinary Education through the Flipped  Classroom Model: Advantages, Challenges, and Future  Implications. Indian Journal of Veterinary Sciences and Biotechnology, 20(2), 1–6. https://doi.org/10.48165/ijvsbt.20.2.01
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