Challenges Associated with Implementing Case-Based Learning in a New Accelerated Graduate Entry Veterinary Curriculum: The Bristol Experience

In 2019, Bristol Veterinary School launched a 4-year Accelerated Graduate Entry Programme (AGEP) leading to Bachelor of Veterinary Science (BVSc) qualification. The new programme focuses on small-group, facilitated seven-step case-based learning (CBL). The CBL approach was built on previous experience with whole-class CBL in the existing 5-year BVSc curriculum. This article summarizes the challenges of managing a significant curriculum change with implementation of the new CBL format and describes the results of four projects: investigating design of physical and digital spaces; evaluating CBL in partnership with students; determining the support required for faculty and students to enable improved delivery of CBL; and student reflections on CBL. Communication among students was enhanced in teaching rooms by arranging furniture to enable easy visual contact and the ability to connect laptops to a large display screen. Students valued multimedia online case resources released in advance. Informal team-building sessions were suggested by students and implemented with the aim of developing cohesion within groups and overcoming some of the identified challenges of groupwork. Equitable distribution of workload was a key challenge identified by students alongside some of the difficulties with ensuring engagement when teaching was moved online unexpectedly due to the COVID-19 pandemic. Measures to assist students with workload distribution and additional training for students and faculty were implemented alongside processes for managing challenging groupwork dynamics. Working in partnership with students to evaluate CBL led to adoption of a co-creation model for subsequent curriculum development work and enabled greater insight into the student experience.