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dc.contributor.authorMcMichael, Maureen A.-
dc.contributor.authorFerguson, Duncan C.-
dc.contributor.authorAllender, Matthew C.-
dc.contributor.authorCope, Bill-
dc.contributor.authorKalantzis, Mary-
dc.contributor.authorHaniya, Samaa-
dc.contributor.authorSearsmith, Duane-
dc.contributor.authorMontebello, Matthew-
dc.identifier.citationMcMichael, M., Ferguson, D., Allender, M., Cope, W., Kalantzis, M., Haniya, S., Searsmith, D., & Montebello, M. (2019). Use of a multimodal, peer-to-peer learning management system for introduction of critical clinical thinking to first year veterinary students. Journal of Veterinary Medical Education (JVME). 46(4).en_GB
dc.description.abstractVeterinary medical students need multiple thinking strategies, particularly critical clinical thinking. The curricular introduction to critical thinking is too often postponed until the clinical years. Case analyses provide such practice, but are time consuming to implement and difficult to assess in a consistent manner. In this study, we used a multimodal, peer-to-peer learning management system (CGScholar) to help introduce critical thinking to 422 1 st year veterinary students through instructor-designed clinical cases. Three consecutive 1 st year veterinary classes at the University of Illinois were studied (2015 to 2018). Students developed and published an analysis of a case, while curating information from multiple sources, using a variety of textual and visual media. They also conducted anonymous peer reviews of each other’s drafts. Instructors selected desirable characteristics of a student’s activity to track and provide automatic feedback to students via an analytics dashboard and aster plot allowing visualization of progress. The dashboard also enabled instructor(s) to view performance of the entire class, highlighting students whose performance was lagging. Online interactions were supplemented by case-specific face-to-face workshop sessions. An anonymous student survey showed experience was significantly more positive in Years 2 and 3 following inclusion of more explicit guidance about the roles of author and peer reviewer. Overall, 67% of students thought inclusion of multi-media enhanced their ability to communicate, 52% agreed multi-media enhanced their ability to understand their peers’ analyses, but students were split that the exercises contributed to their understanding of high quality literature, possibly because this was emphasized earlier.en_GB
dc.publisherUniversity of Toronto Press. Journals Divisionen_GB
dc.subjectEducation -- Effect of technological innovations onen_GB
dc.subjectOrganizational learning -- Researchen_GB
dc.subjectCognitive learningen_GB
dc.subjectCognitive learning theoryen_GB
dc.subjectCritical thinkingen_GB
dc.subjectVeterinary medicine -- Study and teachingen_GB
dc.titleUse of a multimodal, peer-to-peer learning management system for introduction of critical clinical thinking to first year veterinary studentsen_GB
dc.rights.holderThe copyright of this work belongs to the author(s)/publisher. The rights of this work are as defined by the appropriate Copyright Legislation or as modified by any successive legislation. Users may access this work and can make use of the information contained in accordance with the Copyright Legislation provided that the author must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the prior permission of the copyright holder.en_GB
dc.publication.titleJournal of Veterinary Medical Education (JVME)en_GB
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