Monahan Clifton M, Yew Alice C
Department of Veterinary Preventive Medicine, College of Veterinary Medicine, Ohio State University, Columbus, OH 43210, USA.
J Vet Med Educ. 2002 Fall;29(3):186-92. doi: 10.3138/jvme.29.3.186.
Third-year veterinary students participate in a parasitology laboratory for instruction in diagnostic techniques. Course instructors adapted a case-based, cooperative learning approach to stimulate student involvement. Previously, students worked individually but shared common equipment in small groups. Peer interactions and discussions were not inherent in the format. Specimens were provided for practicing diagnostic techniques.
Students were assigned to cooperative learning groups of four students. Within each group, members were assigned distinct roles that rotated daily. Samples were presented as clinical cases, including history and signalment. Within groups, students performed role-specific duties and were expected to teach their component to other group members. Groups worked up their case for presentation to the class at the end of each period. Grading was unchanged from previous years, based on four individual quiz scores, two case reports, and a final practical exam.
Student grades remained satisfactory and student feedback was highly favorable, the most common response being that group work enhanced understanding and that a case-based approach provided valuable clinical insights. An important comment was that peer teaching could be inconsistent; some students were concerned that important information was overlooked during the reciprocal teaching. Their recommendation was to verbalize expectations more clearly and to work with groups to facilitate reciprocal teaching.
