Learning Outcomes of Interactive Online Cases in Veterinary Epidemiology and Bacteriology Education: A Survey Study

Two internet-based learning tools have been developed at the Faculty of Veterinary Medicine at the University of Helsinki. One of the tools offers interactive cases related to veterinary epidemiology, the other offers interactive cases related to veterinary bacteriology. This study aimed to investigate the effect of these learning tools on learning outcomes of veterinary students for the cognitive and generic academic skills.

Over several academic years, when second-year students solved bacteriology cases or third-year veterinary students solved epidemiology cases, they filled in a learning survey. The survey consisted of a cognitive skills assessment and a self-evaluation questionnaire related to generic skills. The cognitive assessment was divided into pre- and post-exercise sections, each comprising a logical organization test and a narrative question. The data derived from the narrative responses of the learning surveys were evaluated using the Structure of the Observed Learning Outcome (SOLO) method. A Wilcoxon signed rank test for paired groups was used for statistical analysis.

Between 2015 and 2018, 104 students that used the epidemiology learning tool, and between 2016 and 2020, 191 students that used the bacteriology learning tool were included in the study. Both learning tools enhanced the students' cognitive and generic skills. Both logical reasoning and the SOLO-based evaluation of the narrative responses showed a slight but statistically significant (p from 0.001 to 0.01) improvement in cognitive skills. Of the generic skills, reasoning, problem-solving and information-processing skills improved in particular. Most students also noted an improvement in their critical thinking, creativity and continuous learning skills. Most of the students also felt that the epidemiology learning tool had taught them ethical practice skills.

This study provides evidence that internet-based interactive cases have beneficial effects on learning outcomes in veterinary education and its results can help further develop these learning tools.