Building Better Case-Based Learning in Veterinary Education: 4 Tips for Faculty

Case-Based Learning (CBL) has long been a staple in veterinary education, but when used strategically, it does far more than make classes “interactive.” It helps students develop the clinical reasoning, ethical decision-making, and interprofessional communication skills that set them apart on rotations — and in practice.

A 2022 Journal of Veterinary Medical Education study found that introducing structured CBL in the first two years significantly boosted diagnostic accuracy and problem-solving confidence by the time students reached their final-year rotations. The takeaway? CBL works best when it’s purposefully designed, progressively challenging, and closely tied to the realities of clinical work.

At V.E.T.S., we integrate authentic, progressively challenging cases early in the learning sequence, scaffolded to build both knowledge retention and clinical readiness. Whether you’re designing a new course or refining an existing one, these four tips can help you elevate your CBL design.

CBL Building Tip #1: Pair Early Case-Based Learning with Structured Debriefs

The most valuable part of a case discussion is often what happens after the “diagnosis” is made. Debriefs help students connect the “what” to the “why,” reinforcing diagnostic reasoning and clinical judgment.

Tip: Pair early case-based learning with structured debriefs — reinforcing both the “what” and the “why” behind diagnostic choices.

How to apply it:

• Use a consistent framework for debriefs (e.g., “What did we see?” → “What does it mean?” → “What’s the next step?”).

• Give equal attention to successful and less optimal decision pathways to build resilience and adaptive thinking.

CBL Building Tip #2: Design for Interprofessional Skills

Veterinary care rarely happens in isolation. Interprofessional communication between clinicians, technicians, and specialists is critical — and CBL can be a powerful tool to practice these skills before students hit the clinic floor.

Tip: Use CBL to simulate team-based decision-making.

How to apply it:

• Identify the roles relevant to your case (e.g., radiologist, surgeon, anesthesiologist, technician).

• Create decision points where each role’s input changes the plan.

• Facilitate a “role-play” debrief so students can reflect on how interprofessional dialogue shaped the outcome.

Example:
A colic case in a performance horse — radiology provides imaging input, surgery makes the intervention call, anesthesia manages intra-op care, and internal medicine oversees recovery. Students integrate multi-specialty perspectives into a single, coherent treatment plan.

CBL Building Tip #3: Teach Ethical Reasoning Through Cases

Ethical dilemmas are not a side topic — they are often central to real-world veterinary decision-making. Embedding these moments into CBL can build empathy, professionalism, and client communication skills.

Tip: Embed a values-based decision point into your case.

How to apply it:

• Choose scenarios with more than one “right” answer (e.g., financial constraints, quality of life decisions).

• Include a structured discussion on how ethical frameworks guide decisions.

• Encourage students to reflect on how they might handle similar cases in practice.

Example:
A geriatric cat with renal disease — students recommend treatment plans but must adjust when the client has limited resources, reinforcing the balance between ideal care and realistic options.

CBL Building Tip #4: Engage Large Lecture Groups with Micro-Cases

Large class sizes can make CBL feel passive if not managed well. Micro-cases paired with real-time polling can keep even 150+ students actively involved.

Tip: Use micro-case bursts with interactive polling.

How to apply it:

• Present a short case stem with 3–4 decision options.

• Have students vote via clickers or online polls.

• Reveal the “next step” based on majority choice, then discuss consequences.

Example:
A dog with acute dyspnea — students choose between oxygen therapy, thoracocentesis, or chest radiographs as the first step. Their decision determines the next case detail, simulating real-time clinical triage.

Final Thought

Case-Based Learning is most effective when it’s not just a teaching strategy, but a deliberate framework for building practice-ready skills. Whether you’re aiming to strengthen diagnostic reasoning, communication, or ethical decision-making, small changes in how you structure your cases can have a big impact on student outcomes.

At V.E.T.S., our e-content development process is built around these principles — integrating clinical expertise, instructional design, and progressive case scaffolding to help veterinary programs graduate confident, capable clinicians.