Adapting a case-based, cooperative learning strategy to a veterinary parasitology laboratory

Area of Science:

• Veterinary Education
• Parasitology Diagnostics
• Cooperative Learning

Background:

• Third-year veterinary students previously learned diagnostic techniques individually.
• A shift to a case-based, cooperative learning format was implemented to boost engagement.
• The prior format lacked inherent peer interaction and discussion.

Purpose of the Study:

• To evaluate the effectiveness of a case-based, cooperative learning approach in veterinary parasitology.
• To assess the impact of peer teaching and group work on student understanding.
• To identify areas for improvement in the cooperative learning model.

Main Methods:

• Veterinary students were organized into cooperative groups of four with rotating roles.
• Clinical case studies, including history and signalment, were used for sample analysis.
• Students performed role-specific duties and taught their components to group members.
• Group case work culminated in class presentations; grading remained consistent.

Main Results:

• Student academic performance (grades) remained satisfactory.
• Feedback indicated high student satisfaction, with group work enhancing understanding.
• A case-based approach was valued for providing clinical insights.
• Peer teaching effectiveness varied, with some concern over potential information gaps.

Conclusions:

• The adapted learning approach was well-received and beneficial for veterinary students.
• Case-based learning and cooperative group work enhance understanding of diagnostic techniques.
• Clearer communication of expectations and facilitation of peer teaching are recommended for optimal outcomes.