Publication date: Aug 24, 2026
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
| Concepts | Keywords |
|---|---|
| Accelerated | case-based learning |
| Covid | face-to-face learning |
| Pandemic | online learning |
| Teaching | problem-based learning |
| Veterinary | small group interaction |
| small group teaching |
Semantics
| Type | Source | Name |
|---|---|---|
| disease | MESH | Face |
| disease | MESH | COVID-19 pandemic |