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Evaluation of case-based reasoning to promote learning and swine industry interest in an undergraduate reproductive physiology course
Case studies can be a useful teaching tool but are not commonly utilized in undergraduate courses. Notably, others have demonstrated that case-based reasoning enhances information retention in a veterinary physiology course. Thus, case studies may be an undervalued teaching tool for undergraduate physiology courses. Accordingly, our objective was to evaluate whether swine-based case studies enhanced learning in an undergraduate reproductive physiology class. In addition, interest in pigs and swine industry careers will also be assessed to determine if case-based reasoning can serve as a recruitment tool. At the beginning of the semester, all students (n = 80) completed a pre-test to assess baseline knowledge of swine reproductive physiology and a pre-survey (n = 72; Likert-like scale; 1 = strongly agree and 5 = strongly disagree) evaluating their species interests. Then, students were given the option to complete 4 case studies for extra credit throughout the semester (n = 40 - 42). Case studies were industry-based scenarios that encompassed 4 different aspects of swine reproduction (puberty, boar management, breeding and parturition/lactation); students were asked to individually solve the issues using their notes and supplementary papers. Student demographics: 71.2% were female, 79.2% were juniors and 46.5% originated from a farming/ranching background. About 8% of the population indicated that their family actively raised pigs whilst 79.1% of students did not have a pig background. Students reported that their primary species of interest was as follows: cattle (42.5%), horses (23.3%), companion animals (17.8%), exotics (11.0%), pigs (2.7%), poultry (1.4%) and wildlife (1.4%). However, 35% of students stated that swine are among the species relevant to them. In contrast, 40.5% of participants indicated that they were not interested in swine. Logically, students did not yet feel knowledgeable about swine reproductive physiology (mean survey response = 3.2), despite having learned about pigs in previous classes (2.0). In addition, students did not feel able to advise producers on reproductive issues (4.1) and were uninterested in pursuing a career in the swine industry (3.7). Pre-test data revealed the following: 53.8% of students answered boar management questions correctly, followed by puberty (44.1%), breeding (43.1%) and parturition/lactation (42.5%). At the end of the semester, all students will take a post-survey and post-test to re-evaluate their swine interest and assess concept mastery, respectively. Ultimately, these data could validate case-based reasoning as a teaching tool in undergraduate physiology courses as well as expose new avenues to recruit young scholars to swine-based careers.
Keywords: Teaching, Case studies, Swine