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Research and Education Reports |
The purpose of this study was to compare traditional lecture-based (LB) and case-based/problem-based (CB/PB) learning in a large group. Year 3 veterinary students at Kansas State University were asked to participate in a randomized controlled study. Students were grouped and randomly assigned to be taught by a CB/PB or a LB method. Students took identical multiple-choice examinations, one given within a week of the last class and a different one given four months later. There was no direct effect of teaching method on group scores for either examination. CB/PB students scored higher on higher-difficulty questions on the first examination (p < 0.003), but there was no effect on questions of lower and medium difficulty. There was no effect of teaching method on student performance for the second examination; however, the question difficulty category scores were all different (p < 0.017). Evaluation of examination scores suggests that the two teaching methods were of similar efficacy.
Key Words: case-based teaching • problem-based teaching • lecture-based teaching • comparison
This article has been cited by other articles:
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  H. M. Elsheikha and N. R. Kendall Linking Theory to Practice in an Undergraduate Veterinary Curriculum: Students' Perspectives J Vet Med Educ, September 1, 2009; 36(3): 291 - 296. [Abstract] [Full Text] [PDF]
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