Literature about adult learning clearly identifies interaction with the material as a key piece to learning. One challenge we face in the traditional veterinary curriculum is that students spend 30-35h a week in class or laboratories – leaving little to no time for active learning outside of the face-to-face sessions. I have started to integrate more and more “mini mental activities” into face-to-face learning, whereby students create a schematic, an explanation, or answer questions on their own followed by a brief discussion with their neighbor (our classrooms do not allow for “true” group work because of fixed seats). There is always such beautiful “noise” in the room when students discuss their output. And often students, as a pair, come up with more thoughtful and deeper questions.