Transforming a Didactic Lecture into a Student-Centered Active Learning Exercise—Teaching Equine Diarrhea to Fourth-Year Veterinary Students

Problem-solving abilities, creative and critical thinking, communication skills, and teamwork are now recognized as fundamental determinants of professional success, especially in vocational professions, such as veterinary science. Tertiary education is now obliged to provide opportunities for stude...

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Vydáno v:	Education sciences Ročník 12; číslo 2; s. 68 - 81
Hlavní autoři:	Gordon, Stuart J. G., Bolwell, Charlotte F., Raney, Jessica L., Zepke, Nick
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	Basel MDPI AG 01.01.2022
Témata:	Active Learning clinical reasoning Collaboration College Students Coronaviruses COVID-19 Critical thinking Curricula Diarrhea didactic teaching Disease transmission Distance learning Education Educational Environment Educational objectives equine diarrhea Flipped classroom Foreign Countries Integrated approach Knowledge Learner Engagement Learning Activities Learning Processes Learning Theories Lecture Method Online instruction Pandemics Problem solving Student Centered Learning Student participation student-centered Teaching methods Veterinary colleges Veterinary Medical Education Veterinary medicine New Zealand
ISSN:	2227-7102, 2227-7102
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Abstract	Problem-solving abilities, creative and critical thinking, communication skills, and teamwork are now recognized as fundamental determinants of professional success, especially in vocational professions, such as veterinary science. Tertiary education is now obliged to provide opportunities for students to become proficient in these qualities. With this in mind, the principal author, an equine science senior lecturer, attempted to increase student engagement by developing a new active learning, student-centered one-hour teaching episode on ‘equine diarrhea’, to replace the traditional didactic lecture format. The aim of the study, therefore, was to share the principal author’s journey in the development and implementation of this active learning episode and to explain why it represents a simple but effective method of promoting student engagement. In addition, the adaptation of this method into an online teaching and learning format is briefly discussed. The effectiveness of this active learning method is also explored by comparing it with the traditional didactic method of delivery. Students in the active learning class reported that the learning activity had enhanced their skills in clinical reasoning, problem-solving, and communication. They also described themselves as active participants in the learning process. Students in the traditional didactic class reported that they were satisfied with the time allocated to the lecture, felt that the lecture was well organized and managed, and subsequently felt adequately prepared to answer conventional examination questions relating to equine diarrhea. Other issues, such as student resistance to changes in teaching formats, the effectiveness of group work or teamwork, levels of student confidence within an active learning environment, and the importance of high-quality facilitation during active learning activities, are also discussed in this paper. Although the active learning method described is not novel, the authors hope that fellow educators, across any tertiary discipline, might find that the method described represents a quick and simple method of transforming a single didactic lecture into an enjoyable and engaging learning activity.
AbstractList	Problem-solving abilities, creative and critical thinking, communication skills, and teamwork are now recognized as fundamental determinants of professional success, especially in vocational professions, such as veterinary science. Tertiary education is now obliged to provide opportunities for students to become proficient in these qualities. With this in mind, the principal author, an equine science senior lecturer, attempted to increase student engagement by developing a new active learning, student-centered one-hour teaching episode on ‘equine diarrhea’, to replace the traditional didactic lecture format. The aim of the study, therefore, was to share the principal author’s journey in the development and implementation of this active learning episode and to explain why it represents a simple but effective method of promoting student engagement. In addition, the adaptation of this method into an online teaching and learning format is briefly discussed. The effectiveness of this active learning method is also explored by comparing it with the traditional didactic method of delivery. Students in the active learning class reported that the learning activity had enhanced their skills in clinical reasoning, problem-solving, and communication. They also described themselves as active participants in the learning process. Students in the traditional didactic class reported that they were satisfied with the time allocated to the lecture, felt that the lecture was well organized and managed, and subsequently felt adequately prepared to answer conventional examination questions relating to equine diarrhea. Other issues, such as student resistance to changes in teaching formats, the effectiveness of group work or teamwork, levels of student confidence within an active learning environment, and the importance of high-quality facilitation during active learning activities, are also discussed in this paper. Although the active learning method described is not novel, the authors hope that fellow educators, across any tertiary discipline, might find that the method described represents a quick and simple method of transforming a single didactic lecture into an enjoyable and engaging learning activity.
Audience	Higher Education Postsecondary Education
Author	Gordon, Stuart J. G. Bolwell, Charlotte F. Raney, Jessica L. Zepke, Nick
Author_xml	– sequence: 1 givenname: Stuart J. G. orcidid: 0000-0003-0878-0585 surname: Gordon fullname: Gordon, Stuart J. G. – sequence: 2 givenname: Charlotte F. orcidid: 0000-0001-9995-8232 surname: Bolwell fullname: Bolwell, Charlotte F. – sequence: 3 givenname: Jessica L. surname: Raney fullname: Raney, Jessica L. – sequence: 4 givenname: Nick surname: Zepke fullname: Zepke, Nick
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Cites_doi	10.3138/jvme.29.3.169 10.1108/02632779910270186 10.3138/jvme.36.4.388 10.1016/j.tate.2007.11.002 10.1054/nedt.2001.0713 10.3138/jvme.35.2.310 10.3138/jvme.35.4.631 10.1007/s40692-021-00183-y 10.3109/0142159X.2016.1173662 10.3138/jvme.35.4.581 10.1177/1609406919874596 10.1057/9781137538697 10.1136/vr.103471 10.14307/JFCS105.2.12 10.7208/chicago/9780226086644.001.0001 10.1111/j.1365-2923.1986.tb01163.x 10.1002/j.2168-9830.2006.tb00884.x 10.3138/jvme.32.1.12 10.3138/jvme.28.2.82 10.3138/jvme-2021-0108 10.3138/jvme.31.3.268 10.3138/jvme.38.3.305
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SubjectTerms	Active Learning clinical reasoning Collaboration College Students Coronaviruses COVID-19 Critical thinking Curricula Diarrhea didactic teaching Disease transmission Distance learning Education Educational Environment Educational objectives equine diarrhea Flipped classroom Foreign Countries Integrated approach Knowledge Learner Engagement Learning Activities Learning Processes Learning Theories Lecture Method Online instruction Pandemics Problem solving Student Centered Learning Student participation student-centered Teaching methods Veterinary colleges Veterinary Medical Education Veterinary medicine
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Title	Transforming a Didactic Lecture into a Student-Centered Active Learning Exercise—Teaching Equine Diarrhea to Fourth-Year Veterinary Students
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