Problem-based Learning, a Tool to Develop Critical Thinking Skills of Undergraduate Veterinary Students

Abstract

A major change embraced during a recent review of the Bachelor of Veterinary Science (BVSc.) curriculum of University of Peradeniya, Sri Lanka, was implementation of student-centred learning. Thus, a series of courses; ‘Integrated Veterinary Sciences’, delivered using Problem-based Learning (PBL), were introduced. As PBL is novel to the curriculum, this study was aimed to evaluate veterinary undergraduates’ perception on such a PBL-driven course which has been evaluated for the first time in Sri Lanka.
 PBL sessions were conducted with volunteers of all four academic year groups. Responses were assessed, using a questionnaire, on the opportunity for improving critical thinking, discussions, facilitator guidance, e-learning and overall satisfaction of using PBL.
 Over 85% of students across all groups agreed that the PBL had been effective: the highest level of agreement was on the potential to improve critical thinking. There were statistically significant differences between year groups for satisfaction with facilitators’ guidance and overall satisfaction; which may reflect differences in either content or facilitators’ experience between year groups.
 PBL was well-received as a method for use in the veterinary curriculum, Sri Lanka, suggesting the possibility of its widespread use for vertical and horizontal integration. Teacher training and improving facilities would ensure the success.