Murry A C, Downs M O
Animal and Dairy Science Department, The University of Georgia, Athens 30602, USA.
J Anim Sci. 1998 Jul;76(7):1976-82. doi: 10.2527/1998.7671976x.
A survey and pre- and postcourse examinations were administered to students (n = 23) enrolled in a companion animal (dog and cat) care course. The course objectives were to assess a student's knowledge base and then help him or her gain the knowledge to maintain the health, well-being, and longevity of companion animals. Four teaching modules were used in this course: 1) general lectures by the instructor; 2) special topics presented by guest professors; 3) videos shown in class; and 4) out-of-class experiential learning projects. The examination questions were developed from these modules. At the end of the academic term (quarter), students evaluated the course and each teaching module using a scale of 1 (= poor) to 5 (= very good). Seventy percent of the students enrolled in the course were female. The disciplines represented were animal health/preveterinary medicine (34.8%), animal science (21.7%), arts and science (13.0%), education (8.7%), forestry (8.6%), nursing education (4.4%), and 8.7% undecided. Only 15% had been exposed to an animal and dairy science introductory course. Students rated the course good (4.2 +/- .83 with 5 = very good) and agreed (4.4 +/- .87 with 5 = strongly agree) that the course provided a valuable learning experience. Average student score on the precourse examination (38.6% correct answers) improved dramatically on the postcourse examination (92.0% correct answers; P < .001). A positive correlation was observed between students' evaluation of the teaching modules and their total postcourse examination score (P < .05). Results indicated that the companion animal care course attracted students from disciplines other than that of animal science. Students evaluated the course as favorable, and their knowledge base of companion animal care was significantly expanded.
对参加伴侣动物（狗和猫）护理课程的23名学生进行了一项调查以及课前和课后测试。该课程的目标是评估学生的知识基础，然后帮助他们获得维护伴侣动物健康、福祉和长寿的知识。本课程使用了四个教学模块：1）教师的常规讲座；2）客座教授讲授的专题；3）课堂上播放的视频；4）课外体验式学习项目。考试题目就是根据这些模块编写的。在学期（季度）末，学生使用1（=差）至5（=非常好）的评分标准对课程和每个教学模块进行了评估。参加该课程的学生中有70%是女性。所代表的学科有动物健康/兽医预科（34.8%）、动物科学（21.7%）、文理学科（13.0%）、教育（8.7%）、林业（8.6%）、护理教育（4.4%），还有8.7%未确定。只有15%的学生上过动物与乳品科学入门课程。学生对该课程的评价为良好（4.2±0.83，满分5分为非常好），并认同（4.4±0.87，满分5分为强烈认同）该课程提供了宝贵的学习体验。学生在课前测试中的平均成绩（正确答案为38.6%）在课后测试中大幅提高（正确答案为92.0%；P<0.001）。学生对教学模块的评价与他们课后测试的总成绩之间存在正相关（P<0.05）。结果表明，伴侣动物护理课程吸引了动物科学以外学科的学生。学生对该课程评价良好，他们在伴侣动物护理方面的知识基础得到了显著扩展。
