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A Unique Approach to Project-Based Learning (PjBL) in a Veterinary Anatomy Course
Cintya Borroni1, Alejandro Pimentel-Ávila1, Caroll Stoore1
1Escuela de Medicina Veterinaria, Facultad de Ciencias de la Vida, Universidad Andres Bello, Republica 239 3° piso, Santiago, Chile.
Medical Science Educator
|August 30, 2021
Summary
Project-based learning (PjBL) in veterinary anatomy enhances student understanding and engagement. This active learning approach improved comprehension, developed soft skills, and reduced failure rates, showing a preference for collaborative, problem-solving education.
Area of Science:
- Veterinary Education
- Anatomy Pedagogy
- Active Learning Strategies
Background:
- Project-based learning (PjBL) is an active learning methodology.
- PjBL is underutilized in veterinary anatomy education.
- Students are viewed as active participants in their learning.
Purpose of the Study:
- To implement and evaluate PjBL in a first-year veterinary anatomy course.
- To assess the impact of PjBL on student learning and skill development.
- To compare PjBL with traditional teaching methods.
Main Methods:
- Implemented PjBL using information and communication technologies.
- Students worked in teams to analyze a routine veterinary object.
- Projects involved associating objects with animal species and anatomical regions, culminating in video or simulation presentations.
Main Results:
- Over 80% of students preferred active learning over traditional classes.
- PjBL improved theoretical content understanding by 66% (Year 1) and 86% (Year 2).
- Student self-assessments showed >80% felt responsible, capable of research, and developed autonomous learning skills; failure rates decreased by 21% after 2 years.
Conclusions:
- Veterinary students prefer active learning through PjBL.
- PjBL fosters teamwork and develops essential soft skills like self-learning and responsibility.
- The methodology positively impacts student engagement and academic outcomes in veterinary anatomy.
