Comparison of student performance after lecture-based and case-based/problem-based teaching in a large group.
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.
Grauer
Gregory F
GF
Department of Clinical Sciences, College of Veterinary Medicine, Kansas State University, Manhattan, KS 66506, USA. ggrauer@vet.ksu.edu
Forrester
S Dru
SD
Shuman
Cindy
C
Sanderson
Michael W
MW
D000818:Animals; D005260:Female; D006801:Humans; D008297:Male; D000704:Analysis of Variance; D000820:Animal Diseases / Q000175:diagnosis; D004520:Education, Veterinary / Q000379:methods; D004521:Educational Measurement; D007615:Kansas; D007858:Learning; D018794:Problem-Based Learning; D012582:Schools, Veterinary; D013663:Teaching; D014570:Urologic Diseases / Q000175:diagnosis / Q000662:veterinary