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首页> 外文期刊>Creative Education >Creative Learning Methods and Open Choice of Topics Facilitate Self-Directed Learning and Motivation of Veterinary Students
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Creative Learning Methods and Open Choice of Topics Facilitate Self-Directed Learning and Motivation of Veterinary Students

机译：创造性的学习方法和主题的开放式选择有助于兽医学生的自主学习和动机

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摘要

The veterinary curriculum is predominantly characterized by lecturing large amounts of facts than by self-directed learning of the students. According to previous research on educational concepts, however, by just listening, students memorize a smaller fraction of the presented information. In addition, the ability of self-directed learning is a perquisite for lifelong acquisition up to date knowledge for veterinary practitioners. In this project 162 fourth year students attending the clinical rotation of reproduction of domestic animals were enrolled. To motivate students to engage in self-directed learning, instead of writing a clinical case report, they were allowed to choose a topic of their own interest in the field of animal reproduction. They had a free choice for the method of presentation. Their attitudes and experiences were evaluated in a questionnaire. 87.7% of students decided to research and present a topic of their own choice instead of a clinical case report. They presented the information with a talk (44.9%), a quiz or board game (26.8%), a poster, video (18.8%), or with a model (5.1%). Evaluation of the project revealed that the time for preparation did not differ between a chosen topic and a case report. The students stated that learning success and motivation was higher when preparing or listening to presentations and colleague talks compared to writing standard case reports. Overall, motivation was high and as a side effect, the students produced valuable teaching material for following courses.
机译：兽医课程的主要特点是讲大量事实，而不是学生进行自主学习。然而，根据先前对教育概念的研究，学生仅通过听就可以记住所提供信息的一小部分。此外，自主学习的能力对于兽医从业人员来说是终身获取最新知识的必备条件。在该项目中，有162位第四年级的学生参加了家畜繁殖的临床轮换。为了激励学生进行自主学习，而不是编写临床病例报告，他们可以选择自己感兴趣的动物繁殖领域的主题。他们可以自由选择演示方式。他们的态度和经验在问卷中得到了评估。 87.7％的学生决定研究并提出自己选择的主题，而不是临床病例报告。他们用演讲（44.9％），测验或棋盘游戏（26.8％），海报，视频（18.8％）或模型（5.1％）展示了信息。对项目的评估表明，准备的时间在选定的主题和案例报告之间没有差异。学生们说，与编写标准案例报告相比，在准备或收听演示和同事演讲时，学习成功和动力更高。总体而言，动力很高，而且副作用是，学生们为后续课程制作了有价值的教材。

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