Integrating New Learning Methods into Equine Nutrition Classrooms: The Importance of Students' Perceptions.
Authors: Muca Edlira, Cavallini Damiano, Raspa Federica, Bordin Clara, Bergero Domenico, Valle Emanuela
Journal: Journal of equine veterinary science
Summary
# Equine Nutrition Education: Do Modern Teaching Methods Engage Students? Veterinary educators have long struggled to make equine nutrition engaging and accessible to students, prompting investigation into whether combined flipped classroom and peer-assisted learning (FC/PAL) approaches could improve both engagement and outcomes. Researchers surveyed veterinary students completing an equine nutrition course delivered via FC/PAL, using questionnaire analysis, correlation testing, and principal component analysis to understand how different student cohorts perceived this teaching method. Encouragingly, most students viewed FC/PAL positively despite roughly half reporting limited interest in equine nutrition specifically; however, high-achieving students showed significantly stronger agreement on optimal session duration (P = 0.002) and demonstrated more consistent positive correlations between survey items than their lower-achieving peers. The analysis revealed that student interest in equine nutrition itself was the key variable explaining response variability among struggling learners, whilst high achievers showed near-universal agreement on collaborative benefits—suggesting FC/PAL may be particularly effective for motivated students. For equine professionals involved in teaching or continuing education, these findings indicate that flipped classroom design combined with peer learning can foster meaningful classroom interaction, though additional strategies may be needed to engage students with lower baseline interest in the subject matter.
Read the full abstract on PubMed
Practical Takeaways
- •This study is primarily relevant to equine veterinary educators rather than working practitioners; it provides evidence that flipped classroom methods combined with peer learning can improve engagement in equine nutrition education
- •While not directly applicable to practice, improved veterinary education in equine nutrition may result in better-trained veterinarians providing nutrition advice to equine operations
- •Practitioners may benefit indirectly through access to veterinarians with stronger foundational knowledge in equine nutrition acquired through innovative teaching methods
Key Findings
- •Despite 50% of students reporting disinterest in equine nutrition, most expressed positive attitudes towards the flipped classroom/peer-assisted learning (FC/PAL) approach
- •High achievers showed significant agreement on FC/PAL duration (P = 0.002) compared to low achievers
- •Student interest in equine nutrition was the primary driver of response variability among low achievers, while peer collaboration usefulness showed disagreement only among low achievers
- •FC/PAL approach demonstrated ability to encourage student interaction and collaboration in the classroom environment