Objective: To assess students' perceptions of subject-based problem-based learning in the fourth year of the veterinary science course at the University of Queensland.
Design: A questionnaire-based study.
Procedure: Subject-based problem-based learning was introduced into parts of two fourth year subjects in a 5-year veterinary science course. The problem-based learning exercise used modified clinical cases and was computer-assisted. Students worked in groups of two to four, and small group discussion sessions were tutorless. Lectures were replaced by large group discussion and feedback sessions, led by the teacher, with approximately 85 students.
Results: There was a significant increase in the percentage of students who strongly agreed that they had better understanding of the subject, and had learned to apply principles from this class in new situations. The only consistent criticism by students was directed at the extra time required compared to traditional lecture-based subjects.
Conclusion: Students' perceptions of the learning outcome were very favourable for problem-based learning when compared to the lecture-based subject.