SUBJECT-BASED PROBLEM-BASED LEARNING IN THE VETERINARY SCIENCE COURSEAT THE UNIVERSITY-OF-QUEENSLAND

Objective To assess students' perceptions of subject-based problem-bas ed learning in the fourth year of the veterinary science course at the University of Queensland. Design A questionnaire-based study. Procedu re Subject-based problem-based learning was introduced into parts of t wo fourth year subjects in a 5-year veterinary science course. The pro blem-based learning exercise used modified clinical cases and was comp uter-assisted. Students worked in groups of two to four, and small gro up discussion sessions were tutorless. Lectures were replaced by large group discussion and feedback sessions, led by the teacher, with appr oximately 85 students. Results There was a significant increase in the percentage of students who strongly agreed that they had better under standing of the subject, and had learned to apply principles from this class in new situations. The only consistent criticism by students wa s directed at the extra time required compared to traditional lecture- based subjects. Conclusion Students' perceptions of the learning outco me were very favourable for problem-based learning when compared to th e lecture-based subject.