Journal of veterinary science · 2026
Case-based learning enhances clinical competencies in Thai veterinary students: a mixed-methods approach.
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Kim Hye Sun, Kim Tae Jin, Lee In Ho, Hong Sung Ran
Аннотация
IMPORTANCE: Case-based learning (CBL) represents a promising shift toward competency-based veterinary education, but the evidence from Southeast Asian programs is limited.
OBJECTIVE: This study evaluated veterinary students' perceptions of structured CBL effectiveness in Thai veterinary education and whether these perceptions varied with academic performance.
METHODS: A convergent parallel mixed-methods design was used at the Faculty of Veterinary Medicine, Kasetsart University. Quantitative data were collected from 318 students (88.3% response rate) using a structured 22-item questionnaire across four domains (professional knowledge, communication skills, personal benefits, facilitator performance) on 5-point Likert scales. Groups were compared by Grade Point Average (GPA; 2.01-2.99 vs. > 2.99) using the Mann-Whitney U test. Nine focus groups (n = 63) were analyzed thematically.
RESULTS: Students perceived all four domains positively. Mean scores were comparable for professional knowledge (4.08 ± 0.61), facilitator performance (4.06 ± 0.72), and personal benefits (4.03 ± 0.65), and lowest for communication skills (3.89 ± 0.75). Students with a GPA of 2.01-2.99 reported greater perceived benefit than higher-achieving peers in professional knowledge (U = 10,109; p = 0.036; r = 0.14) and personal benefits (U = 10,167; p = 0.043; r = 0.14); differences in communication (U = 10,734; p = 0.192; r = 0.09) and facilitator performance (U = 10,783; p = 0.213; r = 0.08) were not significant. Thematic analysis produced two themes: perceived CBL effectiveness and areas for development.
CONCLUSIONS AND RELEVANCE: Students perceived CBL as offering meaningful educational value, with lower-performing students perceiving particularly strong benefits, and perceived that CBL supported their clinical reasoning, collaborative learning, and communication. Effective implementation was perceived to require systematic faculty development, case-curriculum alignment, and structured group management. These findings support broader CBL integration while highlighting critical implementation considerations for educational equity.
OBJECTIVE: This study evaluated veterinary students' perceptions of structured CBL effectiveness in Thai veterinary education and whether these perceptions varied with academic performance.
METHODS: A convergent parallel mixed-methods design was used at the Faculty of Veterinary Medicine, Kasetsart University. Quantitative data were collected from 318 students (88.3% response rate) using a structured 22-item questionnaire across four domains (professional knowledge, communication skills, personal benefits, facilitator performance) on 5-point Likert scales. Groups were compared by Grade Point Average (GPA; 2.01-2.99 vs. > 2.99) using the Mann-Whitney U test. Nine focus groups (n = 63) were analyzed thematically.
RESULTS: Students perceived all four domains positively. Mean scores were comparable for professional knowledge (4.08 ± 0.61), facilitator performance (4.06 ± 0.72), and personal benefits (4.03 ± 0.65), and lowest for communication skills (3.89 ± 0.75). Students with a GPA of 2.01-2.99 reported greater perceived benefit than higher-achieving peers in professional knowledge (U = 10,109; p = 0.036; r = 0.14) and personal benefits (U = 10,167; p = 0.043; r = 0.14); differences in communication (U = 10,734; p = 0.192; r = 0.09) and facilitator performance (U = 10,783; p = 0.213; r = 0.08) were not significant. Thematic analysis produced two themes: perceived CBL effectiveness and areas for development.
CONCLUSIONS AND RELEVANCE: Students perceived CBL as offering meaningful educational value, with lower-performing students perceiving particularly strong benefits, and perceived that CBL supported their clinical reasoning, collaborative learning, and communication. Effective implementation was perceived to require systematic faculty development, case-curriculum alignment, and structured group management. These findings support broader CBL integration while highlighting critical implementation considerations for educational equity.