Bridging theory and practice: a facilitation-driven game for reflective, collaborative veterinary education

Veterinary education has long relied on lecture-based methods and conventional case-based learning, approaches that may not fully cultivate the critical and systems thinking skills required in today's complex clinical environment. In response, we developed an innovative digital tool that integrates interactive gaming, narrative-driven expression, and structured debriefing into a cohesive simulation framework. Using backyard poultry management-a case selected for its regulatory and ethical complexities in European practice-as our testbed, the simulation engages students through a point-and-click game focused on laying hens. The tool presents a series of interactive decision points and intentional "traps" that prompt reflective discussion during post-game debriefing sessions.A qualitative approach was employed to analyze data collected from focus group discussions, written group documents, and facilitator reflections during simulation sessions with veterinary students. Our thematic analysis identified three primary themes: (1) a multifactorial understanding of poultry health, (2) diverse perceptions of the veterinarian's role in managing complex challenges, and (3) the simulation as an effective reflective trigger for enhancing clinical reasoning. These findings indicate that the simulation not only promotes active learning and systems thinking but also bridges the gap between theoretical knowledge and real-world clinical decision-making by linking clinical observations with broader regulatory, economic, and social considerations.Despite limitations such as reliance on self-reported data and the absence of a control group, our study demonstrates that a facilitation-driven simulation framework can transform case-based learning into a dynamic, reflective inquiry process. This approach offers a promising alternative for enhancing educational outcomes in veterinary education and lays the groundwork for future research incorporating objective measures of competence and further refinements to balance structured guidance with learner autonomy.