Preliminary Assessment of the Effect of a Flipped Classroom Combined with Mind Mapping on Learning Outcomes in Ultrasound Use in Animal Husbandry Education: A Comparison with Traditional Lecture-Based Learning Among Third-Year BS Students in China

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Abstract
To increase teaching effectiveness in the context of veterinary ultrasonography, we employed a flipped classroom combined with a mind mapping methodology for ultrasound use in animal husbandry education. A total of 61 students (experimental class, n = 30; control class, n = 31) participated in this study. Students in the experimental class prepared and presented group topics over a two-week pre-class period and subsequently engaged in question-and-answer sessions. Next, mind maps were generated with the assistance of AI tools, thus establishing a systematic knowledge framework. An in-class test (the Mann–Whitney U test) was administered after the lesson, and a 6-item questionnaire was designed to evaluate students’ levels of satisfaction. The combination of a flipped classroom with mind mapping was associated with a rightward shift in the score distribution, with more students in the experimental group scoring 90–100 (7 vs. 2). The Mann–Whitney U test revealed no statistically significant differences between the groups (U = 361.0, p = 0.135, r = 0.22), although the experimental group had a higher mean score (83.53 vs. 79.74). Most students endorsed the teaching model. The observed trends and positive student feedback from this preliminary assessment suggested that this approach may be a promising method for veterinary ultrasound education.
Funding Information
  • Xinyang Agriculture and Forestry University (2025YJKC018)
  • Xinyang Agriculture and Forestry University (2021XJGLX20)

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