Perceptions of Veterinary Undergraduates on the Novel Use of Problem-Based Learning as a Tool to Develop Their Critical Thinking Skills

The recent review of the Veterinary Science degree program of the University of Peradeniya, Sri Lanka, emphasised student-centred learning. Towards this end, courses were introduced throughout the program to integrate concurrent discipline-based material, which were delivered via problem-based learning (PBL) methodology. As PBL was novel to the veterinary education in Sri Lanka, students' perceptions of such learning were evaluated via a questionnaire survey (Likert-scale and open questions) across all four academic-year groups in the program. Most (89.2%, CI: 87.3-91.5) students considered that PBL had been an effective method of learning. Potential to improve critical thinking had the highest score (96.5%, CI: 92.5-98.7). There were significant differences between year groups; which may reflect differences in content or facilitators' experience. Overall, PBL was well-received by students as a learning method per se and as a vehicle for horizontal and vertical integration.