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

Howell, Nancy; Lane, India F.; Brace, James J.; Shull, R. M.

doi:10.3138/jvme.29.3.169

Cited by 23 publications

(23 citation statements)

References 11 publications

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“…They felt confident about tackling unfamiliar problems in future and relating ideas and skills learnt in this course to other subjects. This concurs with other studies reporting on students' positive perceptions on the acquisition of problem solving skills 8,13,24 .…”

Section: Discussionsupporting

confidence: 81%

“…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: 76%

“…Clinical reasoning expertise and the ability to integrate new knowledge into existing knowledge structures is only gained through multiple representations or examples of knowledge 8,11,22 . It was reported that veterinary students displayed a rapid grasp of the process and that their ability to discover and apply scientific concepts at a preclinical level impressed facilitators 13 . In the ICS400 course, the case-based component is preceded by a 40 minute lecture explaining the objectives and structure of the course.…”

Section: Discussionmentioning

confidence: 99%

“…to enable students to identify what they already know that is pertinent 13,21 and to challenge students to recognise the need for additional facts, skills and conceptual understanding 27 ; 3.…”

mentioning

confidence: 99%

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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: 81%

Section: Discussionsupporting

confidence: 76%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

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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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“…20 There is strong support for the inclusion of PBL within veterinary schools. 7,12,[21][22][23] THE PROBLEM-BASED LEARNING PROCESS PBL, as a strategy to promote deep learning and higherorder thinking skills, 24 looks at a problem based on life experience. Before embarking on PBL sessions, it is imperative that the ground rules are agreed as to what constitutes acceptable behavior within the group regarding punctuality, preparation, equal sharing of workload, length of individual presentations, use of handouts, and speaking without interruption.…”

Section: Why Alter Traditional Methods Of Teaching?mentioning

confidence: 99%

Problem-Based Learning in Veterinary Education

Lane¹

2008

Journal of Veterinary Medical Education

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Problem-based learning (PBL) replicates life experiences to stimulate learning, the integration of knowledge, and lifelong learning skills, all of which are requirements for veterinary medical education. As the curricular content of veterinary schools expands to immense proportions following advances in medical knowledge and biotechnology, it becomes impracticable to ensure that all students at the beginning of their careers have such a wide knowledge base. Students who are faced with vast amounts of information to learn by rote, much of which may seem irrelevant to their prospective career, may become disillusioned with their chosen course, hence the temptation to convert to a PBL curriculum. The PBL strategy of teaching is becoming increasingly popular in veterinary faculties worldwide, encompassing both curriculum content and a process of learning. In PBL, clinical cases are carefully selected to provoke deep student learning by the acquisition of both basic scientific and clinical knowledge critical to the case; cultivate problem-solving abilities; and encourage the development of team-building, self-directed learning, communication, and self- and peer-assessment skills. Problem-solving skills, understanding of the basic sciences, and clinical performance are all improved by the PBL process. The aim of this paper is to review a decade of literature pertaining to the inclusion of PBL in veterinary and medical curricula.

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