Heidi E Banse, Renee T Carter, Jeremy S Redmond, Heather Dean, Beth B Grandt, Kate Jackson, Rose E Baker, Maggie Williams, Chantal J McMillan
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引用次数: 0
Abstract
Canine ophthalmoscopy is a challenging procedural skill to teach due to multiple unsighted components and patient compliance for examinations. Free recall instruction can unintentionally omit steps and lead to incomplete instruction of skills. Teaching via cognitive task analysis (CTA)-developed teaching protocols can better ensure comprehensive construction of complex skills and deconstruction into simpler steps, which can lead to improved task performance by learners. Our preliminary findings suggest that when teaching complex skills in a single instructional session, use of cognitive task analysis alone may not provide substantial learning benefit. Combining cognitive task analysis with other instructional strategies, such as deliberate practice, feedback, and deconstruction to avoid cognitive overload, may lead to improved learning and retention of complex skills.
期刊介绍：
The Journal of Veterinary Medical Education (JVME) is the peer-reviewed scholarly journal of the Association of American Veterinary Medical Colleges (AAVMC). As an internationally distributed journal, JVME provides a forum for the exchange of ideas, research, and discoveries about veterinary medical education. This exchange benefits veterinary faculty, students, and the veterinary profession as a whole by preparing veterinarians to better perform their professional activities and to meet the needs of society.
The journal’s areas of focus include best practices and educational methods in veterinary education; recruitment, training, and mentoring of students at all levels of education, including undergraduate, graduate, veterinary technology, and continuing education; clinical instruction and assessment; institutional policy; and other challenges and issues faced by veterinary educators domestically and internationally. Veterinary faculty of all countries are encouraged to participate as contributors, reviewers, and institutional representatives.
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