ArticleTranslational animal science2026
Developing critical thinking and professional skills in animal science students through case-based learning and cognitive interventions.
Article in Translational animal science, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Case-based learning immerses students in real-world scenarios, prompting observation, action, and reflection, enhancing cognitive skills. The open-ended nature of such learning can challenge students to reach higher levels of critical thinking; however, we have noticed that without guidance, students often do not know how to approach these types of questions. Therefore, the objective of this study was to investigate how two low-input interventions affect cognitive skill development and impact student performance on case studies. Three semesters of an undergraduate animal physiology course employed a case-based assessment strategy to provide a more practical evaluation of student understanding and ability to apply their knowledge. Semester 1 (S1) represented no intervention, Semester 2 (S2) included two dedicated class periods of instructor-led guidance on metacognition and approaching case studies, and Semester 3 (S3) utilized an online peer evaluation platform, where students consistently evaluated and provided feedback to each other. In S2 and S3, surveys were administered to understand changes in students' perceptions of their own cognitive skills. S3 students had improved (
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.