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Developing critical thinking and professional skills in animal science students through case-based learning and
Rachael M Stucke1, Allison N Vautier1, Kellie J Enns2
1Department of Animal Sciences, Colorado State University, Fort Collins, CO, 80523, United States.
Translational Animal Science
|February 18, 2026
Summary
Instructor guidance and peer evaluation in case-based learning improved student cognitive skills. Peer evaluation enhanced performance, though students found it less beneficial than direct instruction.
Area of Science:
- Animal physiology education
- Cognitive skill development
- Undergraduate science pedagogy
Background:
- Case-based learning (CBL) enhances cognitive skills through real-world scenarios.
- Students often require guidance to effectively engage with open-ended case study questions.
- Low-input interventions can potentially improve student performance in CBL.
Purpose of the Study:
- To investigate the impact of instructor-led guidance and online peer evaluation on cognitive skill development.
- To assess the effect of these interventions on student performance in undergraduate animal physiology case studies.
- To understand student perceptions of their cognitive skill development following the interventions.
Main Methods:
- A case-based assessment strategy was implemented over three semesters in an undergraduate animal physiology course.
- Semester 1: No intervention. Semester 2: Instructor-led guidance on metacognition and case study approaches.
- Semester 3: Online peer evaluation platform for consistent feedback. Surveys assessed student perceptions.
Main Results:
- Students in Semester 3 (peer evaluation) showed significantly improved performance on case studies compared to pre-intervention and Semester 1.
- Student confidence in cognitive skills generally increased in both intervention semesters (S2 and S3).
- Despite performance gains, students in Semester 3 reported dissatisfaction with peer evaluation, finding it not beneficial.
Conclusions:
- Online peer evaluation, while improving performance, may not be perceived as valuable by students.
- Instructor-led guidance and peer feedback offer unique opportunities to practice critical cognitive skills essential for science careers.
- Interventions in case-based learning can enhance both cognitive abilities and academic performance, though student reception varies.
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