Introducing Active Learning Experiences into Large, Didactic Courses

Presentation Description / Summary: Didactic lectures have been the mainstay of veterinary programs, especially in large classroom settings, and will continue to be an important tool to transmit information. However, studies over the last couple of decades have suggested that the depth and longevity of learning may not be as robust as we would hope. Most veterinary educators, and even entire veterinary programs, have introduced active/hands-on experiences into their traditional large classroom teaching. Unfortunately, student eagerness for active learning often wanes once they realize that they must participate in groups or prepare for sessions in advance. For instructors, negative feedback after the hard work of creating an authentic experience can dampen enthusiasm, especially if they are in the minority of instructors incorporating active learning. More daunting is the potential that student feedback could negatively impact a tenure and promotion packet. This interactive session will provide some examples of standard and non-standard active learning (e.g., Team-Based Learning (TBL), group projects, diagnostic challenges with homemade models) that the author has implemented within lecture-based courses, the highs and lows of each, and managing students’ (and instructors’) expectations. Time will be given for participants to share in groups and formulate ideas for creating their own active learning sessions.

Learner Outcomes: By the end of this session, participants should be able to: 1. Cite findings from studies showing learning outcomes of active versus passive learning. 2. Discuss how to set student expectations prior to active learning sessions. 3. Describe multiple ways to engage DVM students in large classrooms that don’t require a course overhaul. 4. Outline at least one experience to try out for their own students in an upcoming course.