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Challenges Associated with Implementing Case-Based Learning in a New Accelerated Graduate Entry Veterinary

Emma Love1, Chloe Anderson1, Julie Dickson1

  • 1Bristol Veterinary School, University of Bristol, Langford House, Langford, BS40 5DU, UK.

Journal of Veterinary Medical Education
|January 26, 2026
PubMed
Summary
This summary is machine-generated.

Bristol Veterinary School enhanced its Accelerated Graduate Entry Programme (AGEP) using case-based learning (CBL). Key findings inform curriculum design and support for veterinary education.

Keywords:
case-based learningfacilitation of groupworkmanaging curriculum changestudents as partners

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Area of Science:

  • Veterinary Education
  • Curriculum Development
  • Pedagogical Innovation

Background:

  • Bristol Veterinary School introduced a 4-year Accelerated Graduate Entry Programme (AGEP) in 2019.
  • The programme utilizes small-group, facilitated seven-step case-based learning (CBL), building on prior whole-class CBL experience.
  • This transition involved significant curriculum change and adaptation.

Purpose of the Study:

  • To summarize challenges in managing curriculum change for the new CBL format.
  • To present results from four projects evaluating different aspects of the CBL implementation.
  • To identify support needs for faculty and students in delivering CBL effectively.

Main Methods:

  • Investigated physical and digital space design for enhanced communication.
  • Evaluated case-based learning (CBL) in partnership with students.
  • Determined faculty and student support requirements.
  • Collected student reflections on the CBL experience.

Main Results:

  • Optimized teaching room layouts and digital resources improved student communication and engagement.
  • Students suggested and participated in team-building activities to foster group cohesion.
  • Key challenges included equitable workload distribution and online engagement during the COVID-19 pandemic.
  • Partnership with students led to a co-creation model for future curriculum development.

Conclusions:

  • Implementing case-based learning (CBL) in veterinary education requires attention to physical/digital spaces and student support.
  • Addressing workload and engagement challenges is crucial, especially with shifts to online learning.
  • A co-creation model with students enhances curriculum development and the overall learning experience.