Client Education Handouts as a Veterinary Student Learning Module
Track
Research Project / Learning Theories and Pedagogy
Abstract
Second year veterinary students were asked to design a client handout as a specific learning tool. The students elected to form their own 3 or 4 person groups and pick from 6 endocrine disease choices. They were asked to create an approachable, and informational brochure that would be understandable to owners without a medical background. The handouts were graded for correct information, attractiveness, and understandability for non-medical people. The handouts formed 20% of the students’ grade. At the end of the course the students were asked to voluntarily complete an anonymous questionnaire concerning the value of the handouts to student learning. Data from 3 classes were evaluated. Ninety five percent (203/214) of students answered the questionnaire. Eight nine percent of students felt the project increased their learning and 90% would recommend including the project for students in the following year. The most common reasons cited for the project value was to increase communication skills for owners and to help for test preparation. The majority of the self-chosen groups were of the same gender (65%). The study was approved by the University of Georgia Institutional Review Board (STUDY00002810).
Session Format
Presentation Session
Location
Room 113
Recommended Citation
Ward, Cynthia, "Client Education Handouts as a Veterinary Student Learning Module" (2016). SoTL Commons Conference. 25.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2016/25
Client Education Handouts as a Veterinary Student Learning Module
Room 113
Second year veterinary students were asked to design a client handout as a specific learning tool. The students elected to form their own 3 or 4 person groups and pick from 6 endocrine disease choices. They were asked to create an approachable, and informational brochure that would be understandable to owners without a medical background. The handouts were graded for correct information, attractiveness, and understandability for non-medical people. The handouts formed 20% of the students’ grade. At the end of the course the students were asked to voluntarily complete an anonymous questionnaire concerning the value of the handouts to student learning. Data from 3 classes were evaluated. Ninety five percent (203/214) of students answered the questionnaire. Eight nine percent of students felt the project increased their learning and 90% would recommend including the project for students in the following year. The most common reasons cited for the project value was to increase communication skills for owners and to help for test preparation. The majority of the self-chosen groups were of the same gender (65%). The study was approved by the University of Georgia Institutional Review Board (STUDY00002810).
