In Part 1, I offered some suggestions about the immediate challenge of moving one’s instructional efforts rapidly online. Hopefully, both faculty and students are flexibly adapting to the current reality. As an example of an increase in search for “external” teaching resources, VetMedAcademy has seen
Educational realities for veterinary schools have evolved very rapidly over the last few weeks of the expanding COVID-19 pandemic.
We are certainly in challenging times with the spread of the coronavirus. Many universities are closing and encouraging students to remain home after Spring break in North America. The National Collegiate Athletic Association (NCAA) just announced that “March Madness,” the college basketball tournament in the U.S., will not
In past blog posts, I’ve addressed the ideals of active learning and of encouraging critical clinical thinking for the burgeoning veterinary medical professional. I’ve also talked about information overload but have never discussed the toll that this reality might be taking on our students.
Any instructor, particularly those in content-rich medical curricula, has seen the rapid decay of recall of information that has been the focus of prior study AND examination. Having taught pharmacology in a curricula with short (1 week) practical clinically focused rotations that immediately followed an 8-week didactic lecture-base course in pharmacology, I’ve heard students claim ignorance about a topic they were examined on only a couple of weeks earlier!
Anyone who is interested in a body of work on the future of education should follow the work of Professors Mary Kalantzis and Bill Cope at the University of Illinois College of Education. They have just released their new website which summarizes their expansive and groundbreaking efforts:
For those interested in learning more about the application of flipped instruction and/or blended learning techniques, we encourage you to take a look at VetMedAcademy's learning module entitled "Blended Learning and Critical Thinking." However, you might be interested in following the extensive efforts of the Flipped Learning Global Initiative (FLGI) led by Jon Bergmann.
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!