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  • Dark Classroom
    How Long Should Videos Be?

    I’ve been impressed by the timeliness of some of the blog posts from LearnDash, and this one by Laura Lynch certainly applies to video content VetMedAcademy tries to develop and highlight.

    All of this gets to the attention span of the learner, and the image shown associated with this “Evidence-Based Learning” blog post was actually taken at the back of a vet school class (and I even think it was right after lunch!). Notice that the screens are not all showing the same thing!  

  • Teaching Students to Fish
    Combatting the Forgetting Curve: Teach Students to Fish!

    A recent post from the LearnDash blog reminded me that one of the biggest challenges content-rich veterinary curricula have is RETENTION.  Putting aside that the LearnDash post focuses on online education, the learning brain functions in similar ways for all types of educational formats.  

    https://www.learndash.com/combating-the-forgetting-curve-in-online-education/

  • Path to a Clinician
    "Engineering" a Veterinarian: Re-Evaluating the Path from Prerequisites to Competency

    A recent educational survey research article was just published in the Journal of the American Veterinary Medical Association.  Opinion pieces on veterinary education aside, research articles of this nature are relatively rare for this journal, so its presence is notable in and of itself The

  • Creative Thinking
    Fostering Creative Thinking: What Does That Mean in Veterinary Education?

    At first blush, creativity in veterinary medicine, or any type of medicine, sounds like a scary proposition.  After all, none of us would like for a physician to be “winging it” when they deal with our personal medical problems. 

     

  • Open Educational Resources
    Future of Open Educational Resources

    VetMedAcademy is all about Open Educational Resources (OERs) and supports their curation and sharing via the established Creative Commons Attribution standards.  The Chronicle for Higher Education offers an analysis of the trend, noting that students are currently more apt to use OERs than faculty are to recommend them.  Certainly, at the University of Illinois College of Veterinary Medicine where I taught for 10 years, and even before that at the University of Georgia, the trend was that tuition-paying students expect full note sets

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