Case-Based Scenarios within the Veterinary Pharmacology and Therapeutics Course, Application of Interactive E-Learning And Assessment

Dowell, F. J. and Evans, N. P. (2012) Case-Based Scenarios within the Veterinary Pharmacology and Therapeutics Course, Application of Interactive E-Learning And Assessment. 5th Annual University of Glasgow Learning and Teaching Conference: Empowering Student Learners in Higher Education, Glasgow, UK, 17 Apr 2012. (Unpublished)

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Application of knowledge to realistic clinical scenarios encourages active learning, stimulates a greater understanding of lecture material, and develops students’ abilities to source current factual information and thus develop skills required for life long learning. To facilitate these objectives interactive virtual Case-based scenarios were developed to enable the students to: • gain knowledge of the different drug classes and their uses • understand the range of methods of application of drugs in live animals • develop numeric skills associated with treatment protocols • gain a working knowledge of legislation relating to the use of veterinary medicines Each week, clinical scenarios associated with recent lecture material were presented to students as short PowerPoint presentations. At the end of each case, a series of questions, either MCQs or ones that require short written or numerical answers were presented that reflect a Moodle quiz that becomes live at the time of case presentation. Cases were designed to encourage use of various resources e.g. printed compendiums/formularies, NOAH/VMD websites etc to find relevant posology and legislation. Students were given one-week to complete the Moodle quiz. Immediately after the submission deadline, case issues and answers were discussed with the class. Scenarios were associated with variable pass marks depending on the complexity of the case. The first two scenarios were formative to allow the students to become familiar with the concepts and online quiz format. The remaining 16 submissions contribute 15% towards the final course mark. Feedback from student questionnaires and focus group meetings demonstrated that the virtual scenarios were very well received and resulted in greater engagement with course content and core pharmacological principles as well as practical and legal issues relating to drug use. Examples of the cases and the assessment process will be presented along with the challenges of designing questions suitable for electronic assessment. Outcomes: Appreciate the functionality within Moodle Quiz for assessment and feedback Understand the challenges of designing questions suitable for e-assessment

Item Type:Conference or Workshop Item
Glasgow Author(s) Enlighten ID:Dowell, Dr Fiona
Authors: Dowell, F. J., and Evans, N. P.
College/School:College of Medical Veterinary and Life Sciences > School of Biodiversity, One Health & Veterinary Medicine

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