Veterinary Students’ Perceptions of Online Versus Face-to-Face Problem-Based Learning

Abstract The COVID-19 pandemic accelerated the adoption of online learning across higher education, including the use of digital online platforms to support small group teaching. While previous research suggests that online teaching can promote engagement and student interactions, limited evidence exists regarding suitability for problem-based group learning (PBL) centered on clinical case discussions. This study investigated veterinary students’ perceptions of online versus face-to-face PBL environments. A two-part questionnaire was distributed to 450 students: part 1 during compulsory online delivery ( n = 92) and part 2 following compulsory face-to-face sessions ( n = 70). Only paired responses were analyzed for a direct comparison ( n = 27). Quantitative and qualitative data explored whether the learning environment influenced students’ perceptions of group effectiveness within clinical relevance sessions. Full ethical approval was granted (CARE: 3444 210929). A Mann–Whitney U test analyzed quantitative data. Enjoyment, interaction, atmosphere, perceived work ethic of peers, and perceived learning were significantly higher in face-to-face settings ( p < .05). No significant differences were observed for confidence in expressing views, facilitator role, or students’ own work ethic. Thematic analysis identified six distinct themes, with enhanced collaboration and communication consistently associated with in-person delivery. Overall, while online platforms can support elements of PBL, students perceive face-to-face environments as more conducive to clinical case-based discussion. These findings suggest that PBL is perceived as more effective when delivered face to face within the veterinary curriculum.