Adapting a Case-Based, Cooperative Learning Strategy to a Veterinary Parasitology Laboratory

Monahan, Clifton M.; Yew, Alice C.

doi:10.3138/jvme.29.3.186

Cited by 27 publications

(18 citation statements)

References 7 publications

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“…Students need to be informed at the outset and guided throughout regarding the objectives of the problem-based learning course and on how it will be assessed. This is in accordance with other studies evaluating undergraduate veterinary medicine students' attitude towards a non-traditional course 6,13,18,20 .…”

Section: Discussionsupporting

confidence: 77%

A case-based, small-group cooperative learning course in preclinical veterinary science aimed at bridging basic science and clinical literacy

Schoeman¹,

Schoor²,

Merwe³

et al. 2009

J. S. Afr. Vet. Assoc.

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In 1999 a dedicated problem-based learning course was introduced into the lecture-based preclinical veterinary curriculum of the University of Pretoria. The Introduction to Clinical Studies Course combines traditional lectures, practical sessions, student self-learning and guided tutorials. The self-directed component of the course utilises case-based, small group cooperative learning as an educational vehicle to link basic science with clinical medicine. The aim of this article is to describe the objectives and structure of the course and to report the results of the assessment of the students' perceptions on some aspects of the course. Students reacted very positively to the ability of the course to equip them with problem-solving skills. Students indicated positive perceptions about the workload of the course. There were, however, significantly lower scores for the clarity of the course objectives. Although the study guide for the course is very comprehensive, the practice regarding the objectives is still uncertain. It is imperative to set clear objectives in non-traditional, student-centred courses. The objectives have to be explained at the outset and reiterated throughout the course. Tutors should also communicate the rationale behind problem based learning as a pedagogical method to the students. Further research is needed to verify the effectiveness of this course in bridging the gap between basic science and clinical literacy in veterinary science. Ongoing feedback and assessment of the management and content are important to refine this model for integrating basic science with clinical literacy

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Section: Discussionsupporting

confidence: 77%

A case-based, small-group cooperative learning course in preclinical veterinary science aimed at bridging basic science and clinical literacy

Schoeman¹,

Schoor²,

Merwe³

et al. 2009

J. S. Afr. Vet. Assoc.

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show abstract

“…Whilst much of the research on PAL in healthcare has focused on students of medicine, it has also been developed in nursing (Byrne et al 1989;Owens & Walden 2001;Morris and Turnbull 2004), dentistry (Rhodes & Swedlow 1983;Bibb & Lefever 2002;Brueckner & MacPherson 2004), physiotherapy (Lake 1999;Solomon & Crowe 2001), occupational therapy (Folts et al 1986), osteopathy , psychology (Clement 1971;Fantuzzo et al 1989), health sciences (De Volder et al 1985) and veterinary medicine (Monahan & Yew 2002). Multi-disciplinary PAL projects have been developed with medical & dental students (Shanks et al 2000); medical & nursing students (Gill et al 2006); medical, nursing, dental & physiotherapy students (Perkins et al 2002); and medical & veterinary students ('Coping with Stress' project at the University of Edinburgh).…”

mentioning

confidence: 99%

Peer assisted learning: a planning and implementation framework: AMEE Guide no. 30

2007

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Much has been written about the benefits and applications of Peer Assisted Learning (PAL) in the literature. Curriculum developers increasingly consider PAL as a vehicle to help undergraduate healthcare students learn to teach; an outcome which has received more attention in the UK since the General Medical Council stated in Tomorrow's Doctors that medical graduates must 'Be able to demonstrate appropriate teaching skills'. This guide is primarily designed to assist curriculum developers, course organisers and educational researchers develop and implement their own PAL initiatives. It is structured around a PAL planning framework consisting of 24 questions. The questions are grouped in threes, around eight themes. Each question is discussed with reference to the PAL literature and other related subjects, and is exemplified by responses from a recent PAL project developed at The University of Edinburgh. Working through the 24 questions, particularly with discussion in a small planning group, will enable readers to efficiently develop their ideas for PAL into comprehensive and practical project plans cognisant of current educational theory, existing PAL literature and the local context. The framework is particularly suitable for those who want to develop healthcare undergraduate PAL initiatives yet have little or no experience of PAL, as it provides an introduction to the relevant literature field and a step-by-step process for the design and implementation of such projects. It will also be of interest to those with experience of PAL and those seeking a structured framework for planning non-PAL curriculum developments in undergraduate healthcare curricula.

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“…In fact, although case-based discussions have been shown to be effective teaching tools in veterinary clinical pharmacology and other fields (Novotny 1998;Michel et al 2002;Monahan & Yew 2002), these activities are usually conducted in small groups which are associated with greater opportunities for personal engagement and focussed feedback (Bruneau & Langevin 2003). In contrast, large groups are typically characterized by a more passive attitude on the part of the students, unfocussed feedback and decreased motivation for both students and teachers (Gibbs & Jenkins 1992;Bruneau & Langevin 2003;Slain et al 2004).…”

Section: Effect Of Ars Use On Learning In Large Groupsmentioning

confidence: 99%

“…Among the various strategies proposed to promote active learning, case-based teaching is considered to be effective in stimulating students to synthesize, apply and integrate basic knowledge in the face of real-life situations and has been recommended for a variety of clinical subjects especially in the pre-clinical training years (Novotny 1998;Michel et al 2002;Monahan & Yew 2002).…”

Section: Introductionmentioning

confidence: 99%

Effect of using an audience response system on learning environment, motivation and long-term retention, during case-discussions in a large group of undergraduate veterinary clinical pharmacology students

2009

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Background: Teaching methods that provide an opportunity for individual engagement and focussed feedback are required to create an active learning environment for case-based teaching in large groups. Aims: A prospective observational controlled study was conducted to evaluate whether the use of an audience response system (ARS) would promote an active learning environment during case-based discussions in large groups, have an impact on student motivation and improve long-term retention. Methods: Group A (N ¼ 83) participated in large group case discussions where student participation was voluntary, while for group B (N ¼ 86) an ARS was used. Data collection methods included student and teacher surveys, student focus group interviews, independent observations and 1-year post-course testing. Results: Results indicated that the use of an ARS provided an active learning environment during case-based discussions in large groups by favouring engagement, observation and critical reflection and by increasing student and teacher motivation. Although final exam results were significantly improved in group B, long-term retention was not significantly different between groups. Conclusions: It was concluded that ARS use significantly improved the learning experience associated with case-based discussions in a large group of undergraduate students.

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Adapting a Case-Based, Cooperative Learning Strategy to a Veterinary Parasitology Laboratory

Cited by 27 publications

References 7 publications

A case-based, small-group cooperative learning course in preclinical veterinary science aimed at bridging basic science and clinical literacy

A case-based, small-group cooperative learning course in preclinical veterinary science aimed at bridging basic science and clinical literacy

Peer assisted learning: a planning and implementation framework: AMEE Guide no. 30

Effect of using an audience response system on learning environment, motivation and long-term retention, during case-discussions in a large group of undergraduate veterinary clinical pharmacology students

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