Virtual Clinics: A Student-Led, Problem-Based Learning Approach to Supplement Veterinary Clinical Experiences

Area of Science:

• Veterinary Education
• Remote Learning Technologies
• Problem-Based Learning

Background:

• The COVID-19 pandemic necessitated the development of remote clinical learning solutions for veterinary students.
• Traditional clinical experiences were significantly disrupted, creating a need for alternative educational models.

Purpose of the Study:

• To describe the implementation and outcomes of virtual clinics for senior veterinary students.
• To evaluate student and faculty perceptions of virtual clinics as a remote learning tool.

Main Methods:

• Virtual clinics were developed based on a problem-based learning (PBL) model.
• Students created clinical cases and engaged in virtual role-play scenarios as clients and clinicians.
• Focus groups were conducted with students and faculty facilitators from two institutions to gather qualitative data.

Main Results:

• Key themes identified included engaging case rounds, self-paced learning, and valuable peer-to-peer interactions.
• Students reported higher engagement compared to passive case discussions and developed deeper case knowledge.
• Facilitators observed increased student engagement through peer interactions and the development of client-perspective-taking skills.

Conclusions:

• Virtual clinics provide an engaging and effective supplement to traditional veterinary clinical education.
• This remote learning strategy enhances self-directed learning and develops crucial transitional skills for clinical practice.
• While not a replacement for in-person experiences, virtual clinics offer a valuable tool for bridging classroom learning and clinical application.