CASE-BASED ONLINE LEARNING FOR VETERINARY CE 1

Case-Based Online Learning for Veterinary Continuing Education

Chapter Three: Research Methodology
J ennifer L. Schori
Drexel University
EDAM 528-900
Summer Quarter 2014








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Case-Based Online Learning for Veterinary Continuing Education
Chapter Three: Research Methodology
There are currently approximately 50,000 small animal veterinary practitioners in the
United States (American Veterinary Medical Association, 2013). In order to practice, graduates
of accredited veterinary schools must pass national board examinations plus state board
examinations for any state in which they wish to practice. Educational requirements do not end
there, however. Most states also require a minimum number of approved continuing education
(CE) hours to be completed every one to two years (dvm360, 2012).
The Research Problem
Continuous advancements in veterinary medicine and state license renewal requirements
necessitate that practitioners keep up-to-date with best standards of practice through lifelong CE.
However, obstacles to acquiring CE through traditional methods (i.e., live meetings) can limit
CE opportunities for busy practitioners; these obstacles may include expense, time, and/or travel
requirements.
Research Purpose
This researcher seeks to explore an alternative method for veterinarians to obtain CE as a
means to overcome some of the obstacles presented by traditional means of obtaining veterinary
CE. Asynchronous online case-based learning (CBL) would provide CE from a convenient
location (e.g., home or work) at a convenient time and would decrease or eliminate expenses
incurred through travel. Online CE options might also create opportunities for practitioners to
gain more information about topics they are most interested in, as they would not be limited to
only those sessions presented at a live meeting. Additionally, a case-based format (as opposed to
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didactic lecture) can engage practitioners in a way that more closely parallels real-life problem-
solving.
As to whether the stated research problem can be addressed through the development and
use of online CBL, several related questions must be explored through this action research plan:
1. What percentage of veterinarians is willing to acquire CE through online CBL?
2. How does the retention rate of information learned through online case-based learning
compare to the retention rate of information learned from traditional didactic
presentations?
3. Is there learner engagement in an online case-based learning format?
Methods
A literature review conducted by this researcher appears to support the use of CBL as an
effective means of teaching students. Earlier studies indicated students enjoy this type of
learning and experience similar outcomes as those achieved with didactic learning (Byron,
J ohnson, Allen, Brilmyer, & Griffiths, 2014; Edmondson & Smith, 1996; Milanick, Graham, &
Wessel, 2013; Osinubi & Ailoje-Ibru, 2014; Pickrell, 1995; Seddon, McDonald, & Schmidt,
2012; Short, Maddison, & Schmidt, 2007; Vanderweed, Davies, Pinchbeck, & Cotton, 2007).
Thus, to further explore the research questions, the following methods will be employed:
What percentage of veterinarians is willing to acquire CE through online CBL?
An online survey of veterinarians will be made available through our company Facebook
page. A link will send users to the survey developed with QuestionPro online survey
software. This method will allow qualitative assessment of veterinary interest in online
CBL and will reach a broad audience as our Facebook users represent practitioners from
all over the world.
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How does the retention rate of information learned through online case-based learning
compare to the retention rate of information learned from traditional didactic
presentations?
A multiple choice quiz (accessible through our company website) will be utilized to
assess learner retention of material four weeks after the learning event. The learners will
have been divided into two groups: one will have taken an online CBL course on the
chosen topic, the second will have viewed a didactic webinar presentation covering the
same material. This method will allow a quantitative method for comparing how well
learners retain information presented using the two different learning formats.
Is there learner engagement in an online case-based learning format?
A second survey will be developed utilizing QuestionPro and will accessible through our
company website. This survey will ask learners who participated in the online CBL event
to respond to questions using a Likert scale. An open-ended question will enable learners
to further elaborate on their learning experience. This method will allow a qualitative
assessment of the learner-perceived value of an online CBL format.
Validity and Reliability
To ensure the validity of the results of the proposed research, several strategies will be
incorporated into the methods. These include: triangulation through the use of multiple sources
of data (literature review, quiz, and several survey formatsmultiple choice, open-ended
questions, Likert scales); mixed method research design utilizing both qualitative and
quantitative data collection approaches; and peer review of data collection techniques and
results.
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Reliability is somewhat more difficult to ensure in a single study; however, diligent
attention to minimizing errors of measurement and to utilizing data collection methods that are
repeatable (and should, thus, yield consistent results across several studies of the same topic) will
help toward this end.
Constituents
Study constituents will consist of currently practicing small animal veterinarians, as this
is the audience of interest. Demographic questions will help screen potential study participants
to ensure the widest representation of current practitioners. Peer reviewers will consist of
practicing veterinarians who also work with the researchers company.
Survey Instrumentation
The survey instrumentation used will be the online survey software QuestionPro. This
software will allow use of multiple choice questions, open ended questions, and Likert scales. An
example of the QuestionPro software is included in the Appendix.
Timeline
The literature review for this action research plan has been completed. The expected
window of time for the remaining part of the study to take place is from mid-September 2014
through mid-November 2014. The timeframe for each of the individual research questions (see
Research Purpose) is estimated to be: Question1, 9/14/14-9/20/14; Question 2, 10/1/14-10/31/14,
and; Question 3, 11/3/14-11/9/14.
Ethical Considerations
The primary ethical considerations in this action research project concern the human
participants. Full disclosure of the study and its purpose will be provided for anyone interested
in participatingthis will be done at the time the link for the first survey on interest in online
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CBL is posted. For those veterinarians who do participate, their privacy and confidentiality will
need to be secure and they will be informed prior to the start that they may opt out of the study at
any time with no repercussions. They will also be given the name and contact number of this
researcher and two additional co-workers involved in the project should they have any questions
or concerns at any time during the study.
Additional ethical considerations are the potential inclusion of a conflict of interest
statement, authorship, and peer review. As this researcher is also an employee of a multimedia
company that develops educational professional materials for veterinarians, this may warrant the
inclusions of a conflict of interest statement in the study. This researchers colleagues will also
be peer-reviewing the study, thus, potential for bias must be addressed. Lastly, it will be
necessary to ensure appropriate credit be given to those involved in the study, whether it be co-
authorship or acknowledgement.
Pilot Study Plans
In beginning the pilot study, a questionnaire will first be created that asks veterinarians
multiple choice and open-ended questions about how they currently obtain CE, what their online
use/habits are, what they feel would make CE better (i.e., easier to obtain, more enjoyable, better
learning experience), whether case-based learning is something that interests them and, if so,
what specific topics they would like case-based learning to cover (e.g., cardiology, dermatology,
neurology). Demographic questions will be included in an effort to include as wide a
representation of small animal practitioners as possible. The questionnaire, along with a
complete description of the research and its purpose, will then be posted as a link on the
company Facebook page.
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A representative sample of veterinarians will then be selected to participate in this
research project and they will be randomly assigned to one of two groups: Group 1 will take an
online case-based learning module on a specific topic (to be determined based on both
veterinarians responses on the questionnaire and availability of online case-based modules
already developed); Group 2 will view a webinar covering the same topic. Four weeks after the
learning event, an online multiple choice quiz covering the material will be made available to the
participants through our company website. Results of the quiz will be quantitatively assessed
and compared for each group.
For the last phase of the study, a survey of learner-perceived engagement will be
administered to the case-based learning group. The survey will include both closed- and open-
ended questions and results will be qualitatively assessed.
Further studies and/or plans for development of online CBL will be discussed pending
research results and analysis.
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References
American Veterinary Medical Association. (2013). Market research statistics U.S.
veterinarians 2013. Retrieved from
https://www.avma.org/KB/Resources/Statistics/Pages/Market-research-statistics-US-
veterinarians.aspx
Byron, J .K., J ohnson, S.E., Allen, L.C.V., Brilmyer, C., & Griffiths, R. (2014). Development and
pilot of Case Manager: A virtual-patient experience for veterinary students. Journal of
Veterinary Medical Education, 19, 1-8.
dvm360. (2012). CE requirements by state. Retrieved from
http://www.dvm360.com/veterinary/article/articleDetail.jsp?id=601059
Edmondson, K.M., & Smith, D.F. (1996). Proceedings for the Annual Meeting of the American
Educational Research Association: Concept mapping to facilitate veterinary students
understanding of fluid and electrolyte disorders. New York, NY: EDRS.
Milanick, M., Graham, K., & Wessel, M. (2013). Why is that dog paralyzed? A problem-based
case & laboratory exercise about neuromuscular transmission. The American Biology
Teacher, 75 (1), 36-39.
Osinubi, A.A.A., & Ailoje-Ibru, K.O. (2014). A paradigm shift in medical, dental, nursing,
physiotherapy and pharmacy education: From traditional method of teaching to case-
based method of learning a review. Annual Research and Review in Biology, 4 (13),
2053-2072.
Pickrell, J .A. (1995). Enhancing large-group problem-based learning in veterinary medical
education. EDRS. Available: Kansas State University, Manhattan. Department of Clinical
Sciences.
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Seddon, J .M., McDonald, B., & Schmidt, A.L. (2012). ICT-supported, scenario-based learning in
preclinical veterinary science education: Quantifying learning outcomes and facilitating
the novice-expert transition. Australasian J ournal of Educational Technology, 28 (2), 214-
231.
Short, N., Maddison, J ., Mantis, P., & Salmon, G. (2007). Veterinary e-CPD: A new model for
providing online continuing professional development for the veterinary profession.
Journal of Veterinary Medical Education, 34 (5), 689-694.
Vanderweerd, J .M., Davies, J .C., Pinchbeck, G.L., & Cotton, J .C. (2007). Teaching veterinary
radiography by e-learning versus structured tutorial: A randomized, single-blinded
controlled trial. Journal of Veterinary Medical Education, 34 (2), 160-167.

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Appendix
Example of Survey Question Using QuestionPro Software