Krockenberger Mark B, Bosward Katrina L, Canfield Paul J
Veterinary Pathology, Faculty of Veterinary Science B14, University of Sydney, NSW 2006 Australia.
J Vet Med Educ. 2007 Fall;34(4):396-408. doi: 10.3138/jvme.34.4.396.
Integrative Case-Based Applied Pathology (ICAP) cases form one component of learning and understanding the role of pathology in the veterinary diagnostic process at the Faculty of Veterinary Science, University of Sydney. It is a strategy that focuses on student-centered learning in a problem-solving context in the year 3 curriculum. Learning exercises use real case material and are primarily delivered online, providing flexibility for students with differing learning needs, who are supported by online, peer, and tutor support. The strategy relies heavily on the integration of pre-clinical and para-clinical information with the introduction of clinical material for the purposes of a logical three-level, problem-oriented approach to the diagnosis of disease. The focus is on logical diagnostic problem solving, primarily using gross pathology and histopathological material, with the inclusion of microbiological, parasitological, and clinical pathological data. The ICAP approach is linked to and congruent with the problem-oriented approach adopted in veterinary medicine and the case-based format used by one of the authors (PJC) for the teaching and learning of veterinary clinical pathology in year 4. Additionally, final-year students have the opportunity, during a diagnostic pathology rotation, to assist in the development and refinement of further ICAPs, which reinforces the importance of pathology in the veterinary diagnostic process. Evidence of the impact of the ICAP approach, based primarily on student surveys and staff peer feedback collected over five years, shows that discipline-specific learning, vertical and horizontal integration, alignment of learning outcomes and assessment, and both veterinary and generic graduate attributes were enhanced. Areas for improvement were identified in the approach, most specifically related to assistance in the development of generic teamwork skills.
基于案例的综合应用病理学（ICAP）案例是悉尼大学兽医学院学习和理解病理学在兽医诊断过程中作用的一个组成部分。这是一种在三年级课程的问题解决情境中以学生为中心的学习策略。学习练习使用真实案例材料，主要通过在线方式进行，为有不同学习需求的学生提供灵活性，并得到在线、同伴和导师的支持。该策略严重依赖临床前和临床旁信息的整合，并引入临床材料，以采用逻辑的三级、以问题为导向的方法进行疾病诊断。重点是逻辑诊断问题解决，主要使用大体病理学和组织病理学材料，并纳入微生物学、寄生虫学和临床病理学数据。ICAP方法与兽医学中采用的以问题为导向的方法以及其中一位作者（PJC）在四年级兽医临床病理学教学中使用的基于案例的形式相关联且一致。此外，最后一年的学生在诊断病理学轮转期间有机会协助进一步开发和完善ICAP，这强化了病理学在兽医诊断过程中的重要性。主要基于五年内收集的学生调查和教师同行反馈，ICAP方法的影响证据表明，特定学科学习、纵向和横向整合、学习成果与评估的一致性以及兽医和通用毕业生属性都得到了增强。该方法确定了改进领域，最具体的是在通用团队合作技能发展方面的协助。
