Satisfaction, and Self-Reported Learning in Response to Active Learning Course Activity in Veterinary
Keywords:Active learning, General Pharmacology, Laboratory, Student-Centered
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.
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