A Method of Developing and Introducing Case-Based Learning to a Preclinical Veterinary Curriculum

Autor/inn/en	Crowther, Emma; Baillie, Sarah
Titel	A Method of Developing and Introducing Case-Based Learning to a Preclinical Veterinary Curriculum
Quelle	In: Anatomical Sciences Education, 9 (2016) 1, S.80-89 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.1530
Schlagwörter	Case Method (Teaching Technique); Veterinary Medical Education; Integrated Curriculum; Active Learning; Audience Response Systems; Discussion (Teaching Technique); Focus Groups; Student Surveys; Introductory Courses; Foreign Countries; United Kingdom (Bristol) + Suchen Sie Ihr Suchwort? Case method; Fallmethode; Aktives Lernen; Schülerbefragung; Einführungskurs; Ausland
Abstract	Case-based learning (CBL) has been introduced as part of a major review of the veterinary curriculum at the University of Bristol. The initial aim was to improve integration between all first year subjects, i.e., basic science disciplines (anatomy, physiology, and biochemistry), animal management, and professional studies, while highlighting the relevance by providing clinical context. The CBL was delivered as whole class sessions in a lecture theatre, as small group teaching facilities were not readily available, co-facilitated by two to four basic scientists and clinicians. Active learning tasks were included by using an audience response system and encouraging discussion. A case template was developed in PowerPoint and then populated by basic science and clinical staff in an iterative design process. Comments from a student focus group informed the design of the case sessions. Feedback collected from students via a survey after the first three cases suggested that CBL was well received and assisted students in integrating material taught in the first year units and was used to further improve the ongoing case design. The project team developed eight cases for Year 1 and is implementing CBL in various formats throughout the curriculum. There was a considerable time commitment in developing each case; however, the use of readily available software and the large group format overcame limitations, including resourcing small group sessions. This article reports a model that could be successfully adapted by other institutions wishing to use CBL to provide clinical context and promote integration of the basic sciences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01