At the University of Nebraska-Lincoln, veterinary students enrolled in a nutritional biochemistry course designed their own case studies in groups of 4-5 people. Upon completion of the project, students completed an exit survey ranking items on a 1 (strongly disagree) to 5 (strongly agree) Likert-type scale to analyze the effectiveness of using case studies. A total of 41 students completed the survey. Students indicated that they had a better appreciation for nutrition research after they completed the project (mean = 3.54, SD = 1.21). Students expressed that the nutrition assignment allowed them to apply what they had learned in previous classes to the case study they were presenting (mean = 3.78, SD = 0.91), as well as, allowed them to apply what they were taught in this class to their case study (mean = 4.09, SD = 0.92) . Individuals indicated that the completion of the project did not improve their communication skills (mean = 2.63, SD = 1.01), but did slightly improve their
critical thinking skills (mean = 3.29, SD = 0.98). The project objective was to encourage students to connect previous knowledge to new concepts, but the group-work/case study likely had other benefits beyond this one project.