Exploring the Effectiveness of Problem-Based Learning in an International Undergraduate Program in Veterinary Sciences: Students' Satisfaction, Experience and Learning.
Anna Broseghini, Miina Lõoke, Marta Brscic, Juliana Raffaghelli, Barbara Cardazzo, Antonella Lotti, Laura Cavicchioli, Lieta Marinelli
Author Information
Anna Broseghini: Department of Comparative Biomedicine and Food Science, Università degli Studi di Padova, Viale dell'Università 16, 35020 Legnaro, Italy. ORCID
Miina Lõoke: Department of Comparative Biomedicine and Food Science, Università degli Studi di Padova, Viale dell'Università 16, 35020 Legnaro, Italy.
Marta Brscic: Department of Animal Medicine, Production and Health, Università degli Studi di Padova, Viale dell'Università 16, 35020 Legnaro, Italy. ORCID
Juliana Raffaghelli: Department of Philosophy, Sociology, Pedagogy and Applied Psychology, Università degli Studi di Padova, Via Beato Pellegrino 28, 35137 Padova, Italy.
Barbara Cardazzo: Department of Comparative Biomedicine and Food Science, Università degli Studi di Padova, Viale dell'Università 16, 35020 Legnaro, Italy.
Antonella Lotti: Department of Humanities, Letters, Cultural Heritage and Educational Studies, Università di Foggia, Via Arpi 176, 71121 Foggia, Italy.
Laura Cavicchioli: Department of Comparative Biomedicine and Food Science, Università degli Studi di Padova, Viale dell'Università 16, 35020 Legnaro, Italy. ORCID
Lieta Marinelli: Department of Comparative Biomedicine and Food Science, Università degli Studi di Padova, Viale dell'Università 16, 35020 Legnaro, Italy. ORCID
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.
