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An instructional intervention to encourage effective deep collaborative learning in undergraduate veterinary students.
J Vet Med Educ. 2010 Winter; 37(4):369-76.JV

Abstract

In recent years, veterinary education has received an increased amount of attention directed at the value and application of collaborative case-based learning. The benefit of instilling deep learning practices in undergraduate veterinary students has also emerged as a powerful tool in encouraging continued professional education. However, research into the design and application of instructional strategies to encourage deep, collaborative case-based learning in veterinary undergraduates has been limited. This study focused on delivering an instructional intervention (via a 20-minute presentation and student handout) to foster productive, collaborative case-based learning in veterinary education. The aim was to instigate and encourage deep learning practices in a collaborative case-based assignment and to assess the impact of the intervention on students' group learning. Two cohorts of veterinary students were involved in the study. One cohort was exposed to an instructional intervention, and the other provided the control for the study. The instructional strategy was grounded in the collaborative learning literature and prior empirical studies with veterinary students. Results showed that the intervention cohort spent proportionally more time on understanding case content material than did the control cohort and rated their face-to-face discussions as more useful in achieving their learning outcomes than did their control counterparts. In addition, the perceived difficulty of the assignment evolved differently for the control and intervention students from start to end of the assignment. This study provides encouraging evidence that veterinary students can change and enhance the way they interact in a group setting to effectively engage in collaborative learning practices.

Links

Publisher Full Text

Authors+Show Affiliations

Khosa DK
School of Education, Murdoch University, Murdoch, Australia. d.khosa@murdoch.edu.au
Volet SE
No affiliation info available
Bolton JR
No affiliation info available

MeSH

Analysis of VarianceAttitude of Health PersonnelCohort StudiesCooperative BehaviorEducation, VeterinaryHumansInterprofessional RelationsLearningProblem-Based LearningStudents, Health OccupationsSurveys and Questionnaires

Pub Type(s)

Comparative Study
Evaluation Study
Journal Article
Research Support, Non-U.S. Gov't

Language

eng

PubMed ID

21135404

Citation

Khosa, Deep K., et al. "An Instructional Intervention to Encourage Effective Deep Collaborative Learning in Undergraduate Veterinary Students." Journal of Veterinary Medical Education, vol. 37, no. 4, 2010, pp. 369-76.
Khosa DK, Volet SE, Bolton JR. An instructional intervention to encourage effective deep collaborative learning in undergraduate veterinary students. J Vet Med Educ. 2010;37(4):369-76.
Khosa, D. K., Volet, S. E., & Bolton, J. R. (2010). An instructional intervention to encourage effective deep collaborative learning in undergraduate veterinary students. Journal of Veterinary Medical Education, 37(4), 369-76. https://doi.org/10.3138/jvme.37.4.369
Khosa DK, Volet SE, Bolton JR. An Instructional Intervention to Encourage Effective Deep Collaborative Learning in Undergraduate Veterinary Students. J Vet Med Educ. 2010;37(4):369-76. PubMed PMID: 21135404.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - An instructional intervention to encourage effective deep collaborative learning in undergraduate veterinary students. AU - Khosa,Deep K, AU - Volet,Simone E, AU - Bolton,John R, PY - 2010/12/8/entrez PY - 2010/12/8/pubmed PY - 2011/3/11/medline SP - 369 EP - 76 JF - Journal of veterinary medical education JO - J Vet Med Educ VL - 37 IS - 4 N2 - In recent years, veterinary education has received an increased amount of attention directed at the value and application of collaborative case-based learning. The benefit of instilling deep learning practices in undergraduate veterinary students has also emerged as a powerful tool in encouraging continued professional education. However, research into the design and application of instructional strategies to encourage deep, collaborative case-based learning in veterinary undergraduates has been limited. This study focused on delivering an instructional intervention (via a 20-minute presentation and student handout) to foster productive, collaborative case-based learning in veterinary education. The aim was to instigate and encourage deep learning practices in a collaborative case-based assignment and to assess the impact of the intervention on students' group learning. Two cohorts of veterinary students were involved in the study. One cohort was exposed to an instructional intervention, and the other provided the control for the study. The instructional strategy was grounded in the collaborative learning literature and prior empirical studies with veterinary students. Results showed that the intervention cohort spent proportionally more time on understanding case content material than did the control cohort and rated their face-to-face discussions as more useful in achieving their learning outcomes than did their control counterparts. In addition, the perceived difficulty of the assignment evolved differently for the control and intervention students from start to end of the assignment. This study provides encouraging evidence that veterinary students can change and enhance the way they interact in a group setting to effectively engage in collaborative learning practices. SN - 0748-321X UR - https://www.unboundmedicine.com/medline/citation/21135404/An_instructional_intervention_to_encourage_effective_deep_collaborative_learning_in_undergraduate_veterinary_students_ L2 - https://jvme.utpjournals.press/doi/10.3138/jvme.37.4.369?url_ver=Z39.88-2003&rfr_id=ori:rid:crossref.org&rfr_dat=cr_pub=pubmed DB - PRIME DP - Unbound Medicine ER -