Using failure cases to promote veterinary students’ problem-solving abilities: a qualitative study

Abstract

Failure is an inevitable human experience, which can offer great learning opportunities. Yet, in current educational contexts, failure has largely been eschewed to minimize students’ frustration and confusion. Such a failure-avoidance approach is also reflected in the cases used for instruction. To maximize learning, more studies are needed to explore effective ways to better utilize failure cases for educational purposes. This qualitative study aimed to explore how students perceived their experience of learning a case-based online module that uses failure cases and discover in what ways using failure cases in the module impacted students' perceived learning experience. To answer the research questions, 16 3rd-year veterinary students were recruited for individual interviews. Learning experience survey data and students' written responses to reflection and review questions embedded in the module were collected from 38 students. Through thematic analysis of the interview data and students' written responses, three themes regarding students' learning experience were identified, including engaged in the module both cognitively and emotionally, enjoyed listening to experts' feedback, and eye-opening and reassuring experience of hearing experts' failure stories, which were supported by survey results. Regarding the impact of using failure cases on students' perceived learning experience, four major themes are identified including enhancing engagement, emotional reassurance and confidence builder, creating bigger impact, and encouraging improvement. Based on the discussions of the findings of the study, implications for instructional design regarding the use of failure cases are provided to help educators create more effective case-based learning environments.