Active Learning Strategies in Veterinary Medicine: A Literature Review

Area of Science:

• Veterinary Education
• Educational Strategies

Background:

• Active learning is increasingly emphasized in veterinary curricula.
• A comprehensive review of active learning techniques in veterinary medicine is lacking.
• Existing literature often comprises qualitative or descriptive data.

Purpose of the Study:

• To review and categorize active learning techniques used in veterinary education.
• To summarize the features, advantages, limitations, and outcomes of these techniques.
• To delineate the current status of active learning in veterinary medicine.

Main Methods:

• Searched PubMed and ERIC databases for "active learning/teaching" and "student centered/focused."
• Conducted full-text reviews of 147 references.
• Categorized active learning techniques into collaborative activities, individual tasks, and educational gaming/simulation.

Main Results:

• Identified active learning techniques across three primary domains: collaborative activities, individual tasks, and educational gaming/simulation.
• Summarized features, advantages, limitations, student/instructor experiences, examples, and outcomes for each category.
• Found limited quantitative evidence specifically within veterinary medicine.

Conclusions:

• Active learning encompasses diverse strategies for veterinary students, ranging from simple to complex.
• While best practices exist, more quantitative evidence is needed to guide veterinary educators.
• Further research should focus on the effectiveness and impact of active learning in veterinary medicine.