Dataset Information

A Unique Approach to Project-Based Learning (PjBL) in a Veterinary Anatomy Course.

ABSTRACT:

Introduction

Project-based learning (PjBL) is a teaching methodology designed to engage students in solving real-world problems, acknowledging that students are active agents of their learning process. This methodology has historically been popular in architecture and industrial sciences; however, its use in teaching veterinary anatomy is scarcely published.

Methods

Using information and communication technologies, the PjBL methodology was implemented in a first-year veterinary anatomy course. The methodology included teamwork and the selection of a routine object in the veterinary clinic at the beginning of the academic semester. The project's goal was to analyze the object and associate it with both a domestic animal species and an anatomical region, along with making and presenting a video or a simulation model about the object.

Results

More than 80% of students prefer active learning classes compared to traditional classes. In addition, 66% and 86% of students indicate that PjBL allowed them to improve their understanding of theoretical content for the first and second years of post-implementation, respectively. Students' self-assessment indicates that more than 80% of the students (first and second year post-implementation) felt they were responsible for the execution of the project, able to conduct research, and able to develop autonomous learning skills. After 2 years of PjBL implementation, failure rates in the course decreased by 21%.

Discussion

In general, PjBL results show that veterinary students prefer active learning activities that allow them to learn in a team-based learning process as well as to develop soft skills such as self-learning, responsibility, and teamwork.

Supplementary information

The online version contains supplementary material available at 10.1007/s40670-021-01205-1.

SUBMITTER: Borroni C

PROVIDER: S-EPMC8368136 | biostudies-literature | 2021 Apr

REPOSITORIES: biostudies-literature

ACCESS DATA

Publications

A Unique Approach to Project-Based Learning (PjBL) in a Veterinary Anatomy Course.

Borroni Cintya C Pimentel-Ávila Alejandro A Stoore Caroll C Hidalgo Christian C Diamond Kate K Vásquez-Carrillo Cecilia C Landerer Eduardo E Paredes Rodolfo R

Medical science educator 20210121 2

<h4>Introduction</h4>Project-based learning (PjBL) is a teaching methodology designed to engage students in solving real-world problems, acknowledging that students are active agents of their learning process. This methodology has historically been popular in architecture and industrial sciences; however, its use in teaching veterinary anatomy is scarcely published.<h4>Methods</h4>Using information and communication technologies, the PjBL methodology was implemented in a first-year veterinary an ...[more]

PMID: 34457908

Similar Datasets

Project description:Strong understanding of cardiac anatomy and function are essential components of veterinary medical education; however, the heart is considered challenging to comprehend due to its complexity. This study introduced and assessed a new learning resource, the IVALA® augmented reality (AR) heart program in a cohort of pre-veterinary students. Students were randomly divided into traditional textbook learning and AR learning groups. All students underwent a pre- and post-intervention testing assessing baseline cardiac anatomy knowledge, as well as pre-intervention evaluation of inherent spatial awareness. Teaching and learning included a 60-min cadaveric learning experience guided by either traditional learning resources or the IVALA® program. All students completed a participant survey about their learning experiences. Seventy-four students (36 in the control, and 38 in the IVALA® group) participated in the research. Overall, students improved in cardiac knowledge by an average of 24.5% after intervention regardless of study methodology. No significant difference in post-test improvement was noted between the two groups. On a 20-question assessment, students in the IVALA® group improved by an average of 4.9 questions correct over their pre-intervention test, and the control group improved by an average of 4.8 questions (p = 0.9). A positive correlation was found between spatial awareness scores and post-test improvement regardless of cohort group (p = 0.03). Sixty-two individuals (83.8%) completing the participant survey reported an overwhelming preference for learning with AR compared to traditional methods. This study illustrates student preference of IVALA® program in learning anatomy of the heart and supports its use is as effective as traditional methods of teaching with the benefit of increased enthusiasm and engagement.Supplementary informationThe online version contains supplementary material available at 10.1007/s40670-021-01260-8.

Dataset Information

A Unique Approach to Project-Based Learning (PjBL) in a Veterinary Anatomy Course.

Introduction

Methods

Results

Discussion

Supplementary information

Publications

A Unique Approach to Project-Based Learning (PjBL) in a Veterinary Anatomy Course.

Similar Datasets

OmicsDI is part of the ELIXIR infrastructure

Tweets