Systems Not Projects: focusing on evaluating overall student experience, rather than isolated innovations

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Abstract
This article describes evaluation of the Veterinary Bacteriology and Mycology problem‐based learning multimedia project at the University of Melbourne over a period of seven years. The design of the initial project will be described, together with learning benefits that short‐term evaluations revealed — including better information management skills, improved higher order cognitive skills, increased interest in the subject, better collaborative learning skills, better written and oral communication skills and better computer skills. All very impressive. However, follow‐up studies with staff and students in clinical years of the veterinary course indicated clearly that the positive benefits were not sustained in the long term, as this was a once‐off experience for students. We clearly needed a new approach. Since 1995, the institutional climate, opportunities provided by new technologies and international links have shifted the policy in the Faculty of Veterinary Science towards the development of online problem‐based subjects, hopefully enabling students to have a much greater exposure to a problem‐based learning approach.

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