Broseghini Anna, Lõoke Miina, Brscic Marta, Raffaghelli Juliana, Cardazzo Barbara, Lotti Antonella, Cavicchioli Laura, Marinelli Lieta
Department of Comparative Biomedicine and Food Science, Università degli Studi di Padova, Viale dell'Università 16, 35020 Legnaro, Italy.
Department of Animal Medicine, Production and Health, Università degli Studi di Padova, Viale dell'Università 16, 35020 Legnaro, Italy.
Vet Sci. 2024 Feb 27;11(3):104. doi: 10.3390/vetsci11030104.
The systematic evaluation of the integration of problem-based learning (PBL) into educational programs in Italy is scarce and there are no published reports of its use in an Italian Bachelor of Veterinary Science degree program. This paper aims to assess the satisfaction of second-year students on an international Bachelor of Veterinary Science degree program after implementing two weeks of PBL with a multidisciplinary approach. Moreover, the impact of this methodological approach on the students' performance and their perceptions concerning their learning experience was investigated. The results showed that students expressed a high level of satisfaction and a positive attitude towards learning through PBL. A significant increase in the perception of students' soft skills was also found, based on self-evaluation. Moreover, a significant improvement was seen in the students' perception of their learning and teaching experiences and general life competencies, assessed using the validated questionnaire HowULearn. Negative effects were also identified, requiring further design modification of the tutors' feedback and pedagogical orchestration. Based on our findings, when planning bachelor's degree programs in veterinary science, PBL modules or activities should be considered to promote active learning, engagement among students, and the improvement of problem-solving and team-working skills.
在意大利，对将基于问题的学习（PBL）融入教育项目的系统评估很少，而且没有关于其在意大利兽医学学士学位项目中应用的公开报告。本文旨在评估在采用多学科方法实施两周的PBL后，国际兽医学学士学位项目二年级学生的满意度。此外，还研究了这种教学方法对学生成绩的影响以及他们对学习体验的看法。结果表明，学生对通过PBL学习表达了高度的满意度和积极态度。基于自我评估，还发现学生的软技能认知有显著提高。此外，使用经过验证的问卷“HowULearn”评估发现，学生对其学习和教学体验以及一般生活能力的认知有显著改善。也发现了负面影响，这需要对导师的反馈和教学安排进行进一步的设计修改。根据我们的研究结果，在规划兽医学学士学位项目时，应考虑采用PBL模块或活动，以促进主动学习、学生参与，并提高解决问题和团队合作技能。
