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ORIGINAL RESEARCH
Year : 2021  |  Volume : 4  |  Issue : 1  |  Page : 11-18

Qualitative analysis of student responses to survey questions investigating student perceptions of case-based learning


1 Center for Innovation in Veterinary Education and Technology, Lincoln Memorial University College of Veterinary Medicine, Harrogate, TN, USA
2 Office of the Dean, Lincoln Memorial University College of Veterinary Medicine, Harrogate, TN, USA

Correspondence Address:
Dr. Katherine Fogelberg
Center for Innovation in Veterinary Education and Technology, Lincoln Memorial University College of Veterinary Medicine, 6965 Cumberland Gap Parkway, Harrogate, TN 37752
USA
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/ehp.ehp_37_20

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Background: This qualitative study applied discourse analysis to open ended question responses of fourth semester veterinary students enrolled in case based learning (CBL) course. This was the first CBL course incorporated into the curriculum and was delivered via teams of two professors for each of eight sessions. Aims: Questions were designed to investigate student perceptions of CBL and determine how it impacted their learning. Results: Results were reported to faculty to help them deliver high quality, engaging, and challenging CBL sessions that pushed students without being discouraging. From a cognition and learning perspective, students felt that CBL helped with learning at all levels of Bloom's taxonomy, encouraged metacognition, and helped prepare them for clinical rotations and postgraduation careers. From a mechanics and delivery perspective, students desired resources to help them use cases to learn about species in which they have a particular interest beyond the classroom; wanted interactive sessions and in class assessments, primarily involving individual responses using audience response software (clickers); enjoyed class and small group discussions; and preferred little to no out of classwork or assignments unless explicitly related to the case and expectations for the assignment(s) is/are clearly laid out. Conclusions: Overall, most students wanted more CBL and found it engaging, fun, and supportive of their learning.


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