A method of developing and introducing case‐based learning to a preclinical veterinary curriculum

Abstract

Case-based learning (CBL) has been introduced as part of a major review of the veterinary curriculum at the University of Bristol. The initial aim was to improve integration between all first year subjects, i.e., basic science disciplines (anatomy, physiology, and biochemistry), animal management, and professional studies, while highlighting the relevance by providing clinical context. The CBL was delivered as whole class sessions in a lecture theatre, as small group teaching facilities were not readily available, co-facilitated by two to four basic scientists and clinicians. Active learning tasks were included by using an audience response system and encouraging discussion. A case template was developed in PowerPoint and then populated by basic science and clinical staff in an iterative design process. Comments from a student focus group informed the design of the case sessions. Feedback collected from students via a survey after the first three cases suggested that CBL was well received and assisted students in integrating material taught in the first year units and was used to further improve the ongoing case design. The project team developed eight cases for Year 1 and is implementing CBL in various formats throughout the curriculum. There was a considerable time commitment in developing each case; however, the use of readily available software and the large group format overcame limitations, including resourcing small group sessions. This article reports a model that could be successfully adapted by other institutions wishing to use CBL to provide clinical context and promote integration of the basic sciences.

3D scanning and printing skeletal tissues for anatomy education

“…Mooney et al. ; Thomas & Fordyce, ; Crowther & Baillie, ). Dissections prepare students for specialist training in comparative anatomy, which can open career paths into zooarchaeology and systematic taxonomy (including paleontology) (Grayson, ; Fisher et al.…”

Kil Modelleme ve Plastik Model Giydirme Tekniğinin Veteriner Anatomi Eğitimine Etkisi

“…Alternative haptic simulators have been developed for cadaver use in student applications in veterinary education and positive feedback has been obtained from students [2] . There have also been studies on case-based learning aimed at learning related to clinical anatomy and basic sciences [16] . In this study, we used clay method and plastic model dressing method to make students more active in education process.…”

“…In addition, methods such as book, atlas, model, visualization and simulation are also used in anatomy education [3,5,6,[11][12][13] . In anatomy training, as an addition or alternative to these methods, lectures using new methods have been gaining an increasing importance [2,4,[14][15][16][17] . Furthermore, the efficiency of the methods used in anatomy education has also been studied [10,14,18,19] .…”

A Survey of Established Veterinary Clinical Skills Laboratories from Europe and North America: Present Practices and Recent Developments

“…[31][32][33][34] The combination of externally applied accreditation requirements and internally experienced educational challenges have made clinical educators and administrators recognize the need to "do more with less" and yet still produce a highly accomplished entry-level graduate with advanced technical skills. 25,30,[35][36][37] Clinical skills laboratories offer a number of benefits including being student-centered and supporting practice in a safe and relatively stress-free environment without the risk of harming animals. 7,38,39 The use of simulators and task-trainer models can improve the ethical standards in humane veterinary education, which is important given modern societal expectations.…”