Traditionally, lecture is the most widely used teaching method in veterinary education. It allows one teacher to provide a lot of information to a large audience with little effort. Therefore, it is a very effective way of teaching. But nowadays, lectures have been questioned as to whether they are motivating and engaging enough for a long-lasting learning outcome. Research has shown that just listening is not sufficient. Lectures are criticized as a one-way communication method. They do not involve the audience and, therefore, lead to passive learning outcome only. That is why it is important to integrate active teaching and learning methods in order to achieve a long-term learning retention. In recent years, teaching strategies at universities have been revised and adapted to a more active way of learning. Innovative teaching strategies such as case-based learning and hands-on training have been increasingly integrated into undergraduate veterinary teaching. Nevertheless, it can be assumed that lectures still play an important role in many veterinary schools due to the better feasibility. In this context, the aim of the project was to compare acceptance and learning outcome of the teaching methods reading, writing, and listening to a presentation. The course of study was developed with the help of students from the previous semesters as well as staff of the Clinic for Animal Reproduction. In structured settings, 151 students in their ninth and tenth semester at Freie Universität Berlin (FU Berlin) were asked to work on three different topics in the field of animal reproduction during their two-week rotation at the Clinic for Animal Reproduction. They were meant to read a paper, listen to a presentation by a lecturer, and write a summary in group work on a different one of three topics each. The topics that the students were expected to work on were selected based on the aspect that the students should be largely unfamiliar with them. Usually, these topics become part of the curriculum at FU Berlin from the time of the rotation. A small quiz marked the end of the first day of study. A week later, the students were asked to complete a test with questions about each of these topics. They were also meant to answer a question on another topic that had not been taught in context of this project. The students were not aware of this final test in advance. In addition, they were given an evaluation form to state their prior knowledge of the topics queried but also their expectations of the outcome of the final test. With regard to previous knowledge, it was shown that the students’ assumption that they already had knowledge about some of the topics in advance was not reflected in the test results. In terms of learning methods, writing a summary in group work led to the best learning outcome although the results did not differ significantly from the second best teaching method listening to a presentation. This was in correspondence to the expectations of the students. The teaching form students preferred most was the lecture, but almost two-thirds liked writing a summary, as well. The majority of the students also liked the group work as part of the task of writing a summary, which was additionally asked. In conclusion, presentations by lecturers are still an important and effective teaching method. However, lectures should be supplemented by writing assignments. Training in this skill is particularly important given that writing clinical reports and opinions can be part of a veterinarian's job. Therefore, writing tasks may be suitable to be used in specific settings as a possible way to improve learning outcome in veterinary education.weiterlesen