Comparison of student performance after lecture-based and case-based/problem-based teaching in a large group.

Area of Science:

• Veterinary Education
• Medical Pedagogy
• Higher Education Learning Strategies

Background:

• Traditional lecture-based (LB) learning is a common pedagogical approach in large veterinary classes.
• Case-based/problem-based (CB/PB) learning offers an alternative, interactive educational model.
• Comparing the efficacy of these distinct teaching methods is crucial for optimizing veterinary curricula.

Purpose of the Study:

• To compare the academic outcomes of traditional lecture-based (LB) versus case-based/problem-based (CB/PB) learning in a large cohort of veterinary students.
• To assess the impact of teaching methodology on student performance in relation to question difficulty.
• To evaluate the long-term retention of knowledge between the two educational approaches.

Main Methods:

• A randomized controlled study involving Year 3 veterinary students at Kansas State University.
• Random assignment of students to either LB or CB/PB learning groups.
• Administration of identical multiple-choice examinations immediately after the course and four months later.

Main Results:

• No significant overall difference in examination scores between LB and CB/PB groups for either test.
• CB/PB students demonstrated higher scores on high-difficulty questions in the immediate examination (p < 0.003).
• No teaching method effect was observed on the second examination, though question difficulty category scores differed significantly (p < 0.017).

Conclusions:

• Both traditional lecture-based and case-based/problem-based learning methods appear to be of similar overall efficacy in veterinary education.
• The choice of teaching method may influence performance on specific question difficulties, particularly in the short term.
• Further research could explore optimal integration of teaching strategies to leverage the benefits of each approach.