Department of Veterinary Biosciences, Faculty of Veterinary Medicine, University of Helsinki, Helsinki, Finland.
Faculty of Education, University of Oulu, Oulu, Finland.
Anat Sci Educ. 2019 Mar;12(2):154-163. doi: 10.1002/ase.1811. Epub 2018 Jul 27.
Collaborative learning has been used in anatomy courses to support students' learning of challenging topics but the success of group work depends significantly on the students' ability to communicate in a professional manner. Veterinary students' experiences with tasks related to collaborative learning and professional conduct were studied by comparing learning collaborative competences and pedagogy, as well as perceived positive and challenging aspects, in two gross anatomy courses. Both qualitative and quantitative data were collected from students' experiences of course assignments and collaboration, as well as from self-evaluated collaboration competence development. Trying things out oneself, practical application and professional conduct were positively highlighted particularly in the first-year course (myology and arthrology) group work and learning from others more in the second year (topographical anatomy). Various group work challenges, often relating to practical matters or communication, were the key concerns for students. The main difference between the two courses in learning of collaborative knowledge work competencies appeared to relate to the nature of the group work assignment. The topography course included the element of collaboration in preparing a presentation and teaching session for the rest of the class. Interestingly, students on the myology and arthrology course gave more positive comments on professional conduct than the students on the topography course despite the fact that the latter course included more practical elements relating to their future profession.
协作学习已被应用于解剖学课程，以支持学生学习具有挑战性的主题，但小组作业的成功在很大程度上取决于学生以专业方式进行沟通的能力。本研究通过比较两个大体解剖课程中的协作学习和专业行为的学习能力和教学法，以及感知到的积极和具有挑战性的方面，研究了兽医学生在与协作学习和专业行为相关的任务方面的经验。从学生对课程作业和协作的经验以及自我评估的协作能力发展中收集了定性和定量数据。亲自尝试、实际应用和专业行为在第一年（肌肉骨骼学和关节学）的小组作业中得到了积极的强调，而在第二年（局部解剖学）中更多地是从他人身上学习。各种小组作业挑战，通常与实际问题或沟通有关，是学生关注的主要问题。两个课程在协作知识工作能力学习方面的主要区别似乎与小组作业任务的性质有关。局部解剖学课程包括为全班准备演示和教学环节的协作元素。有趣的是，尽管后者课程包括更多与未来职业相关的实际元素，但在肌肉骨骼学和关节学课程上的学生对专业行为的评价比在局部解剖学课程上的学生更积极。
