A Teaching Innovation Grant was awarded to Emma Love for 2018/19 for a project looking into support for graduates on the Accelerated Graduate Entry Programme (AGEP), specifically looking at the impact physical and digital space had on learning.
The group, led by Emma Love, with additional support from Chloe Anderson, Lindsey Gould, Simon Atkinson and Sheena Warman undertook focus groups and test CBL sessions with students on their AGEP programme. Lindsey presented a poster (below) outlining their findings at the VetEd conference in July 2019.
One of their students, Cerise Brasier, has written a blog about her experience taking part in the project.
My experience during the pilot for case-based learning in veterinary graduate education was very positive. As the cohort for veterinary studies is usually large, the case-based learning enabled me to meet people on my course that I hadn’t spoken with yet, which helped build new working relationships and new friends.
We were given an opportunity to try different facilities and environments to learn in and prior to this experience, I hadn’t considered the learning environment as such a big factor towards effective studying, so this helped me to consider the best places for me to study.
The digital facilities made it easy for us to collaborate ideas as a group, meaning we could cover learning outcomes faster, more interactively and thus more effectively. Learning how to utilise the OneNote programme as a group meant that many of us went on to use this programme for future group and individual work, which enhanced our learning for the rest of the year. Solving hypothetical cases as a group encouraged use of evidence based medicine, communication between students which is important for future veterinary work and I felt solving these cases together helped me to retain information, which helped me with my end of year exams.
Having a facilitator within the group helped us to stay focused on the topic and delve further into the subject than perhaps we would have considered to do on our own. Release of material prior to the session was adequate for preparation of our learning outcomes and the delivery of material is most suitable for a graduate learner who would be used to independent self-directed studying. The programme allowed for active learning rather than passive learning, which resulted in a greater level of information retention.
Bristol Institute for Learning and Teaching