Comparison of student performance after lecture-based and case-based/problem-based teaching in a large group

J Vet Med Educ. 2008 Summer;35(2):310-7. doi: 10.3138/jvme.35.2.310.


The purpose of this study was to compare traditional lecture-based (LB) and case-based/problem-based (CB/PB) learning in a large group. Year 3 veterinary students at Kansas State University were asked to participate in a randomized controlled study. Students were grouped and randomly assigned to be taught by a CB/PB or a LB method. Students took identical multiple-choice examinations, one given within a week of the last class and a different one given four months later. There was no direct effect of teaching method on group scores for either examination. CB/PB students scored higher on higher-difficulty questions on the first examination (p < 0.003), but there was no effect on questions of lower and medium difficulty. There was no effect of teaching method on student performance for the second examination; however, the question difficulty category scores were all different (p < 0.017). Evaluation of examination scores suggests that the two teaching methods were of similar efficacy.

Publication types

  • Randomized Controlled Trial
  • Research Support, Non-U.S. Gov't

MeSH terms

  • Analysis of Variance
  • Animal Diseases / diagnosis
  • Animals
  • Education, Veterinary / methods*
  • Educational Measurement
  • Female
  • Humans
  • Kansas
  • Learning*
  • Male
  • Problem-Based Learning
  • Schools, Veterinary
  • Teaching / methods*
  • Urologic Diseases / diagnosis
  • Urologic Diseases / veterinary