Transforming Practical Veterinary Anatomy Teaching (2013–2026): From Demonstration to Team-Based Learning

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.