Team-based learning within the veterinary curriculum

Abstract

Team-based learning (TBL) was introduced to the Veterinary Science (BVSc) curriculum in 2013 as a method of aiding students in their integration of knowledge across multiple subjects using case-based scenarios. TBL is learner-centred and requires student accountability for learning within their team using an outcomes-based approach, and has been shown to increase medical student exam performance, particularly for lower performing students. The TBL format includes pre-reading, individual and group readiness assurance tests, instructor review, and team application, all of which are considered essential for the successful implementation of TBL. In this paper, we describe the use of TBL within the BVSc curriculum and discuss potential reasons for successes and failures related to student engagement and assessment, alongside considering enhancements required for future implementation.

Effective Veterinary Clinical Teaching in a Variety of Teaching Settings

“…There should be a proper pre-activity preparation (e.g., readings, prerecorded lectures) and individual-and group-level testing should be incorporated (i.e., readiness assurance tests), followed by immediate feedback on performance. Use of the four S approach (significant problem, same problem, specific choice and simultaneous reporting) during the activity is relevant for reflection, clinical reasoning and problem-solving [31,55,62,63]. • Combination of any of the above proposed strategies.…”