A Unique Approach to Project-Based Learning (PjBL) in a Veterinary Anatomy Course

Abstract

Introduction: Project-based learning (PjBL) is a teaching methodology designed to engage students in solving real-world problems, acknowledging that students are active agents of their learning process. This methodology has historically been popular in architecture and industrial sciences; however, its use in teaching veterinary anatomy is scarcely published.

Methods: Using information and communication technologies, the PjBL methodology was implemented in a first-year veterinary anatomy course. The methodology included teamwork and the selection of a routine object in the veterinary clinic at the beginning of the academic semester. The project's goal was to analyze the object and associate it with both a domestic animal species and an anatomical region, along with making and presenting a video or a simulation model about the object.

Results: More than 80% of students prefer active learning classes compared to traditional classes. In addition, 66% and 86% of students indicate that PjBL allowed them to improve their understanding of theoretical content for the first and second years of post-implementation, respectively. Students' self-assessment indicates that more than 80% of the students (first and second year post-implementation) felt they were responsible for the execution of the project, able to conduct research, and able to develop autonomous learning skills. After 2 years of PjBL implementation, failure rates in the course decreased by 21%.

Discussion: In general, PjBL results show that veterinary students prefer active learning activities that allow them to learn in a team-based learning process as well as to develop soft skills such as self-learning, responsibility, and teamwork.

Supplementary information: The online version contains supplementary material available at 10.1007/s40670-021-01205-1.

Keywords: Anatomy education; Higher education; Project-based learning; Student retention; Undergraduate medical education; Veterinary anatomy.

Fig. 1

Passing (%) of learning outcomes in both pre- and post-diagnostic tests during in the first (n = 78) and second (n = 82) years of project-based learning methodology (PjBL) implementation. Results are expressed as mean + standard deviation. ****p < 0.0001. LO, learning outcome

Fig. 2

a Percentage of students who pass, fail, or drop the veterinary anatomy course. Control, n = 121. First year, n = 128. Second year, n = 133. Third year, n = 149. b Percentage of both new and repeating students who passed the veterinary anatomy course before and during the 3 years of PjBL implementation

Fig. 3

Satisfaction survey results from students in the first (n = 69) and second (n = 117) years of PjBL implementation. Results are expressed as % of the total students surveyed. SA, strongly agree. A, agree. N, neither agree nor disagree. D, disagree. SD, strongly disagree

Fig. 4

Examples of different projects made by freshmen of the first (a), second (b), and third (c) years of implementing project-based learning methodology. An example of the poster that had to be completed during the practical lessons is shown in d