Implementation of a PEWS-integrated electronic SBAR handover model for pediatric inpatients: A nonconcurrent controlled study.

Contemporary veterinary education faces mounting pressure to evolve beyond traditional didactic approaches toward competency-based curricula that prepare graduates for complex clinical decision-making []. The transformation from knowledge-centered to competency-based education reflects the recognition by the profession that effective veterinary practice requires integration of clinical reasoning, communication skills, and collaborative problem-solving abilities []. Case-based learning (CBL) is a pedagogical innovation addressing these educational imperatives. Derived from problem-based learning principles, CBL utilizes authentic clinical scenarios to stimulate inquiry-based learning within collaborative small-group environments []. Unlike traditional lecture-based instruction, CBL positions students as active participants in diagnostic reasoning and treatment planning, fostering the development of clinical competencies essential for professional practice []. The theoretical foundation of CBL rests on constructivist learning principles, emphasizing knowledge construction through social interaction and authentic problem-solving experiences []. In veterinary contexts, CBL provides students with simulated patient encounters before clinical rotations, allowing a risk-free exploration of clinical reasoning processes while developing confidence in diagnostic and therapeutic decision-making []. Within veterinary education, research has shown promising outcomes across diverse international contexts. Patterson [] reported significant increases in veterinary students' self-confidence across three clinical reasoning domains after CBL intervention in the United States. Similarly, studies have documented improvements in communication skills and collaborative learning behaviors among veterinary students participating in CBL programs []. European implementations have shown comparable results. Malher et al. [] reported CBL effectiveness in French veterinary education for dairy herd health management, and Duckwitz et al. [] reported positive student acceptance of case-based blended learning in German veterinary public health education. Australian research by Thurman et al. [] highlighted the collaborative learning benefits of CBL in veterinary curricula, emphasizing peer-to-peer knowledge exchange.