Transitioning to active learning in veterinary medical education

Post-pandemic reflections from veterinary students and faculty

Bibliographic Data

ID22167147
AuthorsRohini Roopnarine (0000-0002-7174-2779, St. George's University), Kinda Francis (0000-0001-9390-0937, St. George's University), Cecelia Hegamin-Younger (Euclid University)
Year2026
Volume11
Publication date2026-06-24
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueFrontiers in Education (JOURNAL)
Journal identifiersISSN: 2504-284X • E-ISSN: 2504-284X
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2026.1812985
OpenAlexW7165754038
LanguageEN
References cited27

Introduction The COVID-19 pandemic promulgated a palette of digital practices that subsequently transformed global higher education. In this study, we explored the experiences of veterinary students and faculty on the abrupt shift to online learning during the COVID-19 pandemic, which initially posed unprecedented challenges to the institution. This disruption not only highlighted gaps in digital readiness but also forced an exploration of new teaching strategies. The study's findings informed the adjustment of teaching approaches, away from a purely didactic model to the use of digital tools within the Sakai Learning Management System (LMS) to support active learning and student engagement. Methods The study drew on three main sources of data to explore students’ learning activity and experiences in online courses during the pandemic. The usage patterns of the Sakai (LMS) among 112 students were evaluated across the twelve courses taught from 2020 to 2021. Secondly, qualitative data were collected from student focus groups and faculty focus groups. Formal end of term course evaluations for courses in veterinary epidemiology and veterinary public health were also collected from students. Results Transitioning to virtual learning during the pandemic prompted revisions to pedagogy and training to use digital technologies in the online classroom. The training in the use of digital tools for education increased faculty confidence in embedding technology in their courses upon their return to the island following the pandemic. Subsequently, the knowledge gained about the engagement capabilities of the various aspects of the LMS led to a critical assessment of teaching methods, away from purely didactic approaches towards digital tools that could promote active learning and student engagement. Conclusion The study offers actionable insights and digital practices implemented within the Doctor of Veterinary Medicine (DVM) program, shaped by exposure to online learning during the COVID-19 pandemic. These practices include the use of flipped classroom approaches, an instructional model that consists of pre-class preparation for in-class applications aligned with learning outcome-based assessments. The lessons learned during the pandemic led to more extensive use of various features within the Sakai LMS. The latter, coupled with case-based and peer learning sessions, led to the redesign of two courses led by the primary investigator, veterinary epidemiology and public health, underscored by theoretical frameworks such as motivational theory and andragogy

Blended Learning · Digital Learning · Experiential learning · Focus group · Learning Management · Qualitative research · Teaching method · Veterinary education · Virtual learning environment · Innovations in Medical Education · Innovative Teaching Methods · Veterinary Practice and Education Studies