An instructional intervention to encourage effective deep collaborative learning in undergraduate veterinary students

Area of Science:

• Veterinary Education
• Collaborative Learning
• Instructional Design

Background:

• Collaborative case-based learning is increasingly valued in veterinary education.
• Deep learning practices are crucial for veterinary students' professional development.
• Limited research exists on instructional strategies for deep, collaborative learning in veterinary undergraduates.

Purpose of the Study:

• To foster productive, collaborative case-based learning in veterinary education.
• To encourage deep learning practices within a collaborative assignment.
• To assess the impact of an instructional intervention on students' group learning.

Main Methods:

• An instructional intervention (presentation and handout) was delivered to one cohort of veterinary students.
• A control cohort did not receive the intervention.
• Both cohorts participated in a collaborative case-based assignment.

Main Results:

• The intervention cohort dedicated more time to understanding case content compared to the control cohort.
• Students in the intervention group found face-to-face discussions more beneficial for achieving learning outcomes.
• Perceived assignment difficulty changed differently between the intervention and control groups over time.

Conclusions:

• The instructional intervention positively impacted veterinary students' engagement in collaborative learning.
• Veterinary students can adapt their group interactions to enhance collaborative learning practices.
• This study offers evidence for designing effective collaborative learning strategies in veterinary education.