Using available Resources
There are many resources available to you, including a world class library with its Core Resource Center and reserve materials; the Modular Resource Center; dry lab modules; web resources, your own classmates and faculty. One of the greatest benefits of diversity within your class is the wealth of knowledge gained from collective past experience in one field or another. You also have access to faculty experts in many fields who want to help. The resources available are endless, but it will be up to you to seek them out and make the most of them.
Each course guide contains an annotated bibliography of texts that may be helpful for that course and a list of as- sociated resource faculty who have expertise that relates to the cases in that course.
Multiple copies of suggested texts are held on reserve or in a special “Core Resources” section in the library. Neverthe- less, students do buy their own reference texts to build a professional library for use throughout the DVM program and in their future practice. Which texts you buy and when you choose to buy them are your own decisions. You may want to try several texts before making a purchase. Upper-class students also can offer advice on which texts they found most useful. Borrowing or buying used books from other students can be another cost-efficient way of accessing books, although be wary of used books for sure. The best references may be the ones that upper-class stu- dents keep, not the ones they choose to sell.
As there isn’t an assigned reading list for each week, you will need to choose your own sources that best answer the questions that arise during your tutorial discussion and best address your learning issues. In addition to textbooks, you will use a number of other learning resources. You will learn to use Medline—a bibliographic database of cita- tions in the medically related disciplines—to access current research and literature reviews. Each tutorial group is given a photo-copying card so you can copy particularly use- ful articles for your peers in your tutorial group. To assist students in locating key articles, the College has also de-
Tutorial Groups continued
6
“Owned” by students. Learning issues should be generated by you (not your tutor) and be meaningful to you, since they form the foundation of your independent study. They should be at an appropriate level, given the previous knowledge of the members of the group.Stated using appropriate, precise terminology.
8
Framed so that they help you structure your independent study and “report back” at the next tuto- rial. This may mean stating your learning issue in the form of a question or task to be accomplished, rather than on phrase or topic.In addition to prioritizing and refining your learning issues at the end of each tutorial, it can be helpful to agree on an agenda to start the next tutorial. Which learning issue will you start discussion with? How will you present or discuss it? Who will start the discussion?
Major learning issues are researched and studied by all group members. Case discussions are richer if everyone is prepared to discuss the topic and, ultimately each individu- al will be accountable for their understanding of the major learning issues. However, there are often tangential or minor learning issues that emerge in a case discussion that would help the group better understand the case or simply satisfy curiosity. Those minor or tangential learning issues are often divided up among the members.
Students often find that the hardest part of PBL is learn- ing to trust themselves in the development of the learn- ing issues, and in particular, deciding for themselves the appropriate depth and breadth to pursue. While this can be a difficult task for students who are accustomed to having teachers define exactly what they need to study, the skill and practice of managing and directing your own learn- ing is invaluable. When you get to the CUHA, faculty will expect you to read up on the cases. Like your tutors in the early part of the curriculum, they will not hand you articles or textbooks and tell you what to read for the fol- lowing morning. They will expect you to locate and review relevant readings yourself. After graduation, you will also need to continue to learn about new cases you encounter and new developments in medicine and science. You will be making the choices about how to address those learning
broad search categories in MedLine, you may search and choose among a more select group of papers referenced in the Veterinary College Literature Database. Interactive computer programs available in the Wiswall (Dry) Lab, developed by the College, offer simulations, animations, prediction tables, audio and video elements. In the Modular Resource Center, students can work at learning stations (“modules”) with hands-on, visual exhibits. For each module, students’ exploration of three-dimensional models, radiographs, slides, plastinated or wet specimens and other materials is guided by brief written scripts.
S T U D y w I S E l y
Reading an overview chapter relevant to your learning issues gives a big picture and introduces complexities that may not have been immediately obvious. With that overview, you can move on to more detailed or specialized sources that go into greater depth, address more specific questions or offer other perspectives on the topic. Tak- ing good notes (be sure to write down the reference from which you are taking your notes) or bringing these sources to tutorial sessions helps to verify facts or share helpful pictures/diagrams. If you find a particularly good reference, you may use your group’ s photocopy card at the library to make copies for others in your group. In addition, while studying it’s a good idea to write down your questions in the margin or on a separate page. This reminds you of your thought process and helps start or focus a discussion in the tutorial.
As you are studying, it can be easy to lose the forest for the trees. Effective learning requires that knowledge be organized into an understandable conceptual structure that captures relationships among ideas and intertwined con- cepts. Each foundation course has a conceptual framework of its own presented in the course objectives and course concept map in your course guide and used to structure the entire course. It is critical that you to spend some time thinking about the cases in the context of the overall course objectives. You will need to correlate the course concept map and the course objectives with each case. Constructing your own objectives for each case and representing and visually organizing the major concepts of each case will be helpful. Concept maps, diagrams, flow charts or outlines are some of the ways that students organize what they are learning from multiple sources.
BE pREpaRED
The success of a tutorial depends on the preparedness of the group. Without a common knowledge base upon which to discuss the issues, frustration quickly arises. Tutorials are an opportunity to refine and integrate what you have previously studied and to clarify future learning issues. In one student’s words, “Like everything else - you get out of it what you put into it.” If you focus your study on the learning issues that your group prioritized, make good use of your learning resources, spend some time synthesizing what you have learned from various sources and apply your learning back to questions arising from the case, you’ll be well prepared.
K E E p U p
The nature of group discussion requires a solid chunk of work done consistently throughout the week. The vast amount of material to learn and the quick progression of cases does not allow time to catch up from previous weeks or to study by cramming. Time management skills are critical in balancing other aspects of your life with your academics.
C O M M U n I C a T E
If your group is having problems (i.e. personality con- flicts) be honest about them, talk about them and work them out—don’t allow them to ruin group dynamics for the entire course.
U S E y O U R G R O U p
The other members of your group are a valuable resource. They each bring a unique set of experiences and knowledge that can contribute to the success of your discussions. Make use of the individual strengths in the group. You may also want to study with other members of your group outside of tutorial time or arrange a special meeting as a group outside of formal tutorial sessions for extra review or for discussion of a topic not covered due to time con- straints. Most tutors are willing to attend extra meetings if the group desires.
U nITy
Work together as a class. All of the students in the College share an interest in and commitment to the health and wel- fare of animals and humans. You do not need to compete
with your classmates. You will be working together in class, in the CUHA and as professional colleagues in the future. Learning to cooperate as part of a team is a valu- able skill to take into your future practice, when you will always be working with colleagues, clients and other staff members.