Active Learning Strategies in Veterinary Medicine: A Literature Review

Many different active learning strategies that help students engage and interact with their own learning exist, and these range from simple, low-technology, individual-focused solutions to more complex, time-intensive group activities that require extensive preparation and access to technology. While active learning is becoming increasingly emphasized in the veterinary curriculum, a robust and recent review describing the techniques used in the veterinary field is not readily available. PubMed and ERIC databases were searched using the terms "active learning/teaching" and "student centered/focused." Ultimately, 147 references underwent full-text reviews, with active learning techniques categorized into three primary domains: collaborative activities, individual tasks, and educational gaming and simulation. Features of techniques within each category are summarized, as are some of the advantages versus limitations, previously published student and instructor experiences, examples, and outcomes. While there are numerous published studies from the health professions, those focused on veterinary medicine are few and often limited to qualitative or descriptive data with survey-based outcomes. While no method is a panacea for successful learning, our purpose was to highlight the existing best practices, delineating the status of active learning in veterinary medicine. More quantitative evidence on its effectiveness and impact in veterinary medicine can be gathered in the future to further guide teachers and educators.