SciELO - Scientific Electronic Library Online

 
vol.80 número1 índice de autoresíndice de materiabúsqueda de artículos
Home Pagelista alfabética de revistas  

Servicios Personalizados

Articulo

Indicadores

Links relacionados

  • En proceso de indezaciónCitado por Google
  • En proceso de indezaciónSimilares en Google

Compartir


Journal of the South African Veterinary Association

versión On-line ISSN 2224-9435
versión impresa ISSN 1019-9128

J. S. Afr. Vet. Assoc. vol.80 no.1 Pretoria  2009

 

ARTICLE

 

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

 

 

J P SchoemanI; M van SchoorI; L L van der MerweI; R A MeintjesII

IDepartment of Companion Animal Studies, Faculty of Veterinary Science, University of Pretoria, Private Bag X04, Onderstepoort, 0110 South Africa
IIDepartment of Veterinary Anatomy and Physiology, Faculty of Veterinary Science, University of Pretoria, Private Bag X04, Onderstepoort, 0110 South Africa

 

 


ABSTRACT

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 integratingbasic science with clinical literacy.

Key words: case-based teaching, cooperative learning, clinical reasoning skills, problem-based learning, structured tutorials


 

 

“Full text available only in PDF format”

 

 

REFERENCES

1. Albanese M A 2000 Problem-based learning: why curricula are likely to show little effect on knowledge and clinical skills. Medical Education 729-738        [ Links ]

2. Albanese M A 2004 Treading tactfully on tutor turf: does PBL tutor content expertise make a difference? Medical Education 38: 918-920        [ Links ]

3. Albanese M A, Mitchell S 1993 Problem-based learning: a review of literature on its outcomes and implementation issues. Academic Medicine 68: 52-81        [ Links ]

4. Blumberg P 2005 Why self-directed learning is not learned and practiced in veterinary education. Journal of Veterinary Medical Education 32: 290-295        [ Links ]

5. Colliver J A 2000 Effectiveness of problem-based learning curricula: research and theory. Academic Medicine 75: 259-266        [ Links ]

6. Dale V H M, Nasir L, Sullivan M 2005 Evaluation of student attitudes to cooperative learning in undergraduate veterinary medicine. Journal of Veterinary Medical Education 32: 511-516        [ Links ]

7. Dochy F, Segers M, Van den Bossche P, Gijbels D 2003 Effects of problem-based learning: a meta-analysis. Learning and Instruction 13: 533-568        [ Links ]

8. Ertmer P A, Newby T J, MacDougall M 1996 Students' responses and approaches to case-based instruction: the role of reflective self-regulation. American Educational Research Journal 33: 719-752        [ Links ]

9. Eshach H, Bitterman H 2003 From case-based reasoning to problem-based learning. Academic Medicine 78: 491-496        [ Links ]

10. Espey E, Ogburn T, Kalishman S, Zsemlye M, Cosgrove E 2007 Revitalizing problem based learning: student and tutor attitudes towards a structured tutorial. Medical Teacher 29: 143-149        [ Links ]

11. Eva K W 2005 What every teacher needs to know about clinical reasoning. Medical Education 39: 98-106        [ Links ]

12. Greveson G C, Spencer J A 2005 Self-directed learning-the importance of concepts and contexts. Medical Education 39: 348-349        [ Links ]

13. Howell N E, Lane I F, Brace J J, Shull R M 2002 Integration of problem-based learning in a veterinary medical curriculum: first-year experiences with Application-Based Learning Exercises at the University of Tennessee College of Veterinary Medicine. Journal of Veterinary Medical Education 29: 169-175        [ Links ]

14. Kirschner P A, Sweller J, Clark R E 2006 Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discover, problem-based, experiential & inquiry-based learning. Educational Psychologist 41: 75-86        [ Links ]

15. Mamede S, Schmidt H G 2004 The structure of reflective practice in medicine. Medical Education 38: 1302-1308        [ Links ]

16. Maudsley G 1999 Do we all mean the same thing by 'problem-based learning'? A review of the concepts and a formulation of the ground rules. Academic Medicine 74: 178-185        [ Links ]

17. Maudsley G 1999 Roles and responsibilities of the problem based learning tutor in the undergraduate medical curriculum. British Medical Journal 318: 657-661        [ Links ]

18. McLean M 2003 What can we learn from facilitator and student perceptions of facilitation skills and roles in the first year of a problem-based learning curriculum? BMC Medical Education 3: 9-19.         [ Links ]

19. Miflin B 2004 Small groups and problem-based learning: are we singing from the same hymn sheet? Medical Teacher 26: 444-450        [ Links ]

20. Monahan C M, Yew A C 2002 Adapting a case-based, cooperative learning strategy to a veterinary parasitology laboratory. Journal of Veterinary Medical Education 29: 186-192        [ Links ]

21. Newman M J 2005 Problem based learning: an introduction and overview of the key features of the approach. Journal ofV eterinary Medical Education 32: 12-20        [ Links ]

22. Norman G R 2005 Research in clinical reasoning: past history and current trends. Medical Education 39: 418-427        [ Links ]

23. Norman G R, Schmidt H G 2000 Effectiveness of problem-based learning curricula: theory, practice and paper darts. Medical Education 34: 721-728        [ Links ]

24. Patterson J S 2006 Increased student self-confidence in clinical reasoning skills associated with case-based learning (CBL). Journal of Veterinary Medical Education 33: 426-431        [ Links ]

25. Pickrell J A, Boyer J, Oehme F W, Clegg V L, Sells N 2002 Group learning improves case analysis in veterinary medicine. Journal of Veterinary Medical Education 29: 43-49        [ Links ]

26. Prasse K W, Heider L E, Maccabe A T 2007 Envisioning the future of veterinary medicine: the imperative for change in veterinary medical education. Journal of the American Veterinary Medical Association 231: 1340-1342        [ Links ]

27. Prince M, Felder R 2007 The many faces of inductive teaching and learning. Journal of College Science Teaching 36: 14-20        [ Links ]

28. Schmidt H G 2000 Assumptions underlying self-directed learning may be false. Medical Education 34: 243-245        [ Links ]

29. Shanley P F 2007 Viewpoint: leaving the 'empty glass' of problem-based learning behind: new assumptions and a revised model for case study in preclinical medical education. Academic Medicine 82: 479-485        [ Links ]

30. Thomas R E 1997 Problem-based learning: measurable outcomes. Medical Education 31: 320-329        [ Links ]

31. Vernon D T, Blake R L 1993 Does problem-based learning work? A meta-analysis of evaluative research. Academic Medicine 68: 550-563        [ Links ]

32. Willis N G, Monroe F A, Potworowski J A, Halbert G, Evans B R, Smith J E, Andrews K J, Spring L, Bradbrook A 2007 Envisioning the future of veterinary medical education: The Association of American Veterinary Medical Colleges Foresight Project, final report. Journal of Veterinary Medical Education 34: 1-41        [ Links ]

33. Yoshioka T, Suganuma T, Tang A C, Matsushita S, Manno S, Kozu T 2005 Facilitation of problem finding among first year medical school students undergoing problem-based learning. Teaching and Learning in Medicine 17: 136-141        [ Links ]

 

 

Received: December 2008
Accepted: January 2009

 

 

*Author for correspondence. E-mail: johan.schoeman@up.ac.za

Creative Commons License Todo el contenido de esta revista, excepto dónde está identificado, está bajo una Licencia Creative Commons