Case-based learning enhances clinical competencies in Thai veterinary students: a mixed-methods approach.

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.