Case-Based Learning: An Analysis of Student Groupwork and Instructional Design that Promotes Collaborative Discussion.

The use of small-group collaborative case-based learning methodologies has been growing both in interest and implementation across veterinary college curriculums in recent years. The ability of this pedagogical approach to solidify and deepen learning outcomes is well-established in the broader education literature. However, to achieve this positive impact, students must interact in productive discussions that expand the scope of their understanding.

A novel educational tool for teaching diagnostic reasoning and laboratory data interpretation to veterinary (and medical) students.

The Diagnostic Pathfinder was designed to help students learn diagnostic problem solving by supporting them in explaining relationships among history and physical examination findings, data abnormalities, and the underlying mechanisms of disease. The Pathfinder has been used to teach diagnostic problem solving to veterinary students since 2001 and is currently in use at 10 colleges of veterinary medicine. This article describes how the Pathfinder works and summarizes results from studies exploring the effect of Pathfinder use on learning and satisfaction.

Influenza A pandemic (H1N1) 2009 virus infection in domestic cat.

Influenza A pandemic (H1N1) 2009 virus continues to rapidly spread worldwide. In 2009, pandemic (H1N1) 2009 infection in a domestic cat from Iowa was diagnosed by a novel PCR assay that distinguishes between Eurasian and North American pandemic (H1N1) 2009 virus matrix genes. Human-to-cat transmission is presumed.

Peer assessment of a final-year capstone experience for formative evaluation of a pathology curriculum.

In spring of 2005, the authors implemented and evaluated a process at the Iowa State University College of Veterinary Medicine in which third-year students evaluated fourth-year students' performances on an advanced case-analysis assignment. This assignment, called the case correlation assignment, required a thorough integration and explanation of all ante- and post-mortem data for a specific hospital patient. Using a 21-point rubric, the necropsy course instructor and third-year students rated these assignments.

What motivates individuals to protect themselves from risks: the case of wildland fires.

This research investigates the cognitive perceptual process that homeowners go through when faced with the decision to protect themselves from the risk of wildfires. This decision can be examined by looking at the interaction between the integrated protection motivation theory-transtheoretical model and different levels of homeowners' subjective knowledge related to wildfire risks. We investigated the role of motivation, decision stages of risk readiness, and subjective knowledge on the number of risk-mitigating actions undertaken by homeowners living in high-risk communities.

Effectiveness of a computer-based tutorial for teaching how to make a blood smear.

Background: Computer-aided instruction (CAI) was developed to teach veterinary students how to make blood smears. This instruction was intended to replace the traditional instructional method in order to promote efficient use of faculty resources while maintaining learning outcomes and student satisfaction.

Objectives: The purpose of this study was to evaluate the effect of a computer-aided blood smear tutorial on 1) instructor's teaching time, 2) students' ability to make blood smears, and 3) students' ability to recognize smear quality.

The case correlation assignment: connecting antemortem and postmortem data in the senior year at Iowa State University.

Instructors of the senior necropsy rotation at Iowa State University experienced difficulty ensuring similarity of case exposure and workload during the year. This was problematic during times of low caseload, as, without necropsy cases, there was no uniform method for training or assessing students. A new assignment, the Case Correlation Assignment (CCA), was created in order to improve the educational rigor and consistency of the rotation, increase utilization of necropsy cases as teaching material, and provide students more opportunities to correlate clinical pathology data with lesions.

A comparison of the cytologic and histologic features of meningiomas in four dogs.

The cytologic and histologic features of 2 intracranial and 2 spinal (extramedullary cervical) canine meningiomas were compared. Cerebrospinal fluid analysis in 2 cases revealed mild, mixed cell pleocytosis, primarily composed of small lymphocytes and monocytoid cells, with a moderate increase in total protein concentration. Cytologic features suggestive of meningioma included cells with both epithelial and mesenchymal characteristics and a tendency towards cell clustering.

Mechanism-based diagnostic reasoning: thoughts on teaching introductory clinical pathology.

Teaching introductory clinical pathology to veterinary students is a challenging endeavor that requires a shift in learning strategies from rote memorization to diagnostic reasoning. Educational research has identified discrete cognitive stages required to achieve the automated, unconscious thinking process used by experts. Building on this knowledge, we developed a case-based approach to clinical pathology instruction that actively engages students in the learning process and links performance with positive reward.