ArticleVeterinary record open2021
Students' acceptance of case-based blended learning in mandatory interdisciplinary lectures for clinical medicine and veterinary public health.
Article in Veterinary record open, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. An erratum has been issued. Cited by 4 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
4 citing papers in PubMed.
- Case-based learning enhances clinical competencies in Thai veterinary students: a mixed-methods approach.Journal of veterinary science · 2026Article
- Visualization analysis of CBL application in Chinese and international medical education based on big data mining.BMC medical education · 2025Article
- Students' acceptance of case-based blended learning in mandatory interdisciplinary lectures for clinical medicine and veterinary public health.Veterinary record open · 2021Article
- Erratum:.Veterinary record open · 2021Article
Corrections and comments
- Erratum issuedErratum:.2021
Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundIn German veterinary education interdisciplinary lectures (ILs) are an important and mandatory part of the curriculum as their merging character builds a useful preparation for the future profession as a veterinarian. These lectures should enable students to work on practically-relevant and interdisciplinary cases, which should ideally be defined jointly by lecturers from different disciplines.
methodsIn order to give students the opportunity to work on these cases and at the same time have contact with their lecturers and fellow students, the Faculty of Veterinary Medicine, Freie Universität Berlin, has converted its former in-class ILs (face-to-face delivery format) into a blended learning format. The mandatory lectures comprise 196 curricular hours and are delivered over the course of three semesters within the veterinary curriculum. The new concept was developed over a period of three academic years and extensively evaluated (old-new-comparison) with regard to its acceptance and compliance with national requirements for interdisciplinary teaching.
resultsA total of 306 students were asked to evaluate different aspects of the newly implemented format. Overall, more than 79% of the students attending the newly implemented blended learning format responded positively, and the evaluation showed a significant improvement of learning motivation and acceptance when compared to the traditional teaching format.
conclusionThe results indicated that blended learning is a suitable option for teaching mandatory ILs in clinical medicine and veterinary public health.
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Registered trials
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