The Efficacy of eCBL Study Resources Compared to Traditional Study Strategies Used in a UK Veterinary Cohort

Purpose: Case-based learning (CBL) is a recent development in veterinary education, praised for enhancing clinical decision-making and preparing students for practice. This study explores the impact of supplementary online case-based learning (eCBL) self-assessment resources on student satisfaction, confidence, engagement, exam performance, and short-term knowledge retention. Findings were compared with other common study methods to enhance relevance to current UK veterinary cohorts. Method: Fourth-year veterinary students at the University of Cambridge completed three multiple-choice exams over 3 weeks alongside anesthesia teaching. Students were randomly assigned one of three study methods—eCBL, flashcards, or lecture slide review—for the second and third exams. Exam score improvements were analyzed using the Mann–Whitney U test. Pre- and post-exam questionnaires were thematically analyzed using Clarke and Braun's method to assess student satisfaction and confidence. Results: Students using eCBL reported higher satisfaction and engagement with the curriculum and felt more confident and prepared for exams and clinical placements. While exam score improvements did not significantly differ between groups, students in the eCBL group expressed greater perceived value of their study experience. Conclusions: eCBL resources improve student satisfaction and engagement, especially when aligned with clinical relevance and the “Day One Competencies” from the Royal College of Veterinary Surgeons. Students appreciated the self-assessment opportunities and context-rich scenarios offered by eCBL. Although no significant differences in exam performance were observed, eCBL aligns well with existing study practices and may enhance short- term knowledge retention with more sustained use.