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

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.