Abstract
This study explores the pedagogical impact of a student-led teaching strategy in veterinary education, centered on the implementation of a monitored question-and-answer (Q&A) game integrated with multimedia content. Conducted in a classroom setting, the intervention encouraged students to actively formulate and pose questions to their peers-questions that could potentially appear on future assessments. The sessions were recorded and transformed into multimedia resources, enabling content review beyond the classroom. Results indicate a high student participation during practical activities (89.33%), as well as enhanced engagement with course material outside scheduled sessions. Students' perceptions were collected in a survey (Cronbach's alpha 0.920), revealing that more than sixty percent of answers fostered collaborative learning and anatomy assessments preparation. Moreover, fifty percent of students affirmed that the activity enhanced their participation and motivation and stimulated peer-to-peer interaction. These results could suggest that gamified student-led questioning combined with digital content creation can effectively support active learning and deeper understanding in veterinary anatomy education.