USE OF VISUAL RESOURCE AS A TOOL TO EMBED CLINICAL MATERIAL IN A VERTICALLY INTEGRATED VETERINARY CURRICULUM

摘要

The newly developed veterinary degree course at the University of Nottingham's School of Veterinary Medicine and Science (SVMS),is delivered though a vertically integrated modular curriculum unique in UK veterinary education. Integration ensures exposure to clinical material from the inception of the course, underpinning the relevance of, and helping with the assimilation of, other delivered objectives such as anatomy and physiology. Other evidence based contemporary teaching methodology has been embraced such as the use of portfolio learning, facilitated small-group and case-based teaching. One area that is proving to be pivotal in embedding the clinical material in the early years of the course is the use of visual learning. Visual (spatial) learning involves the delivery of material via images, which can include static pictures such as photographs and diagrams, and also moving images such as video and animations. Visual learning is important because it improves the contextualisation of information, and it has also been shown to increase critical thinking skills and stimulate deeper learning. This is crucial in many experiential based curricula, such as medicine, veterinary medicine and engineering. At SVMS, tools such as video/animation hybrids and videoconferencing are used to enhance the learner's early clinical experiences at multiple delivery points. Digital diagnostic imaging and live high definition feed of surgical procedures from associated veterinary hospitals is used alongside anatomy dissection and prosection to enrich the learning environment and emphasize clinical context. Imaging and animation through photographs and video clips, is used as a component of most delivery forms including self-directed sessions and as "trigger" material for problem based learning groups. The use of interactive whiteboard technology (Smartboard~(TM)) is also incorporated into small group learning allowing the students to interface with the visual material. Importantly, the visual material is not seen as a replacement for early hands on animal contact but plays a key role in bridging the pre-clinical and clinical learning environments. A multi level approach has been adopted, with the early use of more fixed resource material developing, alongside the students learning, towards more interactive, two-way and reflective materials. Eventually, this will lead to students creating and sharing their own visual learning resources through video and imaging on an accessible web-based platform. Peer assisted learning is therefore a prominent educational philosophy of the school. SVMS has invested heavily in the technology and expertise to support visual learning and has been highly successful in a number of external bid applications for development and also evaluation of the effectiveness of its use. This paper presents an overview of the use of visual learning in the curriculum as well as the detailing the developing evidence base for areas in which the use of visual materials has shown to enhance the student experience. The information presented will be applicable to a large cross section of subjects.