Satisfaction, and Self-Reported Learning in Response to Active Learning Course Activity in Veterinary
Keywords:
Active learning, General Pharmacology, Laboratory, Student-CenteredAbstract
Background: The active learning session is a well-established method to promote deep learning. However, traditional veterinary pharmacology laboratories have been removed from most curriculums. Pharmacology has become a list of therapeutics that encourages rote memorization.
Aim: Student attitudes about pharmacology were explored after participation in a novel, student-centered activity.
Method: Students participated in a laboratory activity, “Iron Pharmacologist”, that asked teams of students to research and present the answer to individual “secret questions” in a very limited time frame. Immediate verbal feedback was provided to students on accuracy and depth of knowledge, clinical relevance, and presentation style. An anonymous, student-attitudinal survey was administered at the end of each laboratory; this survey was longitudinally administered to subsequent groups over a four-year time frame.
Results: Survey results demonstrate high levels of student satisfaction and self-reported learning. Students showed higher levels of performance on external examinations following implementation of this activity.
Conclusion: “Iron Pharmacologist” was well received by students, improved performance outcomes, and could be easily adapted for use in other topics.
References
Alliger, G.M. & Janak, E.A. (1989) Kirkpatrick's levels of training criteria: thirty years later. Personnel Psychology, 42, 331-342.
American Association of Veterinary State Boards. (2013) “Program for the Assessment of Veterinary Education Equivalence” (online). Available at: www.aavsb.org/PAVE. Accessed 12 November, 2013.
Angelo, T.A. & Cross, K.P. (1993) Techniques for Assessing Learner Reactions to Instruction. Classroom Assessment Techniques: A Handbook for College Teachers, 2nd Edition. San Francisco, CA: Jossey-Bass Publishers.
Armbruster, P., Patel, M., Johnson, E. & Weiss, M. (2009) Active learning and student-centered pedagogy improve student attitudes and performance in introductory biology. CBE Life Sciences Education, 8(3), 203-213.
Buur, J.L. (2009) Pre-clinical pharmacology training in a student-centered veterinary curriculum. Journal of Veterinary Medical Education, 36, 260-70.
Caine, R.N. & Caine, G. (1990) Understanding a brain-based approach to learning and teaching. Educational Leadership, 48(2), 66-70.
Darbishire, P.L., Plake, K.S., Nash, C.L. & Shepler, B.M. (2009) Active-learning laboratory session to teach the four M's of diabetes care. American Journal of Pharmacy Education, 73(2), 22.
Elliott, J.P., Koerner, P.H., Heasley, J. & Kamal, K.M. (2012) The impact of elective active-learning courses in pregnancy/lactation and pediatric pharmacotherapy. American Journal of Pharmacy Education, 76(2), 26.
Gleason, B.L., Peeters, M.J., Resman-Targoff, B.H., Karr, S., McBane, S., Kelley, K., Thomas, T. & Denetclaw, T.H. (2011) An active-learning strategies primer for achieving ability-based educational outcomes. American Journal of Pharmacy Education, 75(9), 186.
Hidayat, L., Patel, S. & Veltri, K. (2012) Active-learning implementation in an advanced elective course on infectious diseases. American Journal of Pharmacy Education, 76(5), 87.
McLaughlan, R.G. & Kirkpatrick, D. (2004) Online roleplay: design for active learning. European Journal of Engineering Education, 29(4), 477-490.
Vuchetich, P.J., Hamilton, W.R., Ahmad, S.O. & Makoid, M.C. (2006) Analyzing course objectives: assessing critical thinking in the pharmacy curriculum. Journal of Allied Health, 35(4), e253-275.
Willis, N.G. (2007) The animal health foresight project. Veterinaria Italiana, 43, 247-56.
Yardley, S., Teunissen, P.W. & Doranan, T.
(2012) Experiential learning: AMEE Guide No. 63. Medical Teacher, 34, e102-15.
