Effective teaching methods are critical for veterinary student learning of complex subjects such as cardiology. Graphic organizers (GO) are visual and spatial displays, such as tables or charts, that facilitate learning by making conceptual relationships between content more apparent. We hypothesized that, in an elective veterinary cardiology course, study aids in the form of GOs would lead to improved learning outcomes (higher post-test scores), improved study efficiency (less time spent studying), and higher student satisfaction compared to traditional outline (OUT) format.

This study was a mixed-method prospective randomized crossover design. Study participants (n=31) were 3rd year veterinary students at the Iowa State University, College of Veterinary Medicine enrolled in an elective veterinary cardiology course. Participants completed a comprehensive pre-test and were randomized into two groups (A and B). All students received identical cardiology content presented by the instructor via live weekly in-class lectures. Following 8 pre-designated "experimental" lectures, students were given instructor-prepared study aids summarizing the lesson material, presented in either GO or OUT format. The following week, students completed a post-test of content knowledge for that lesson only, and indicated the amount of time they spent studying for that lesson. Crossover occurred such that Group A and Group B alternated between receiving GO and OUT for each experimental lesson. Qualitative data were collected in the form of in-depth pre-course and post-course surveys.

Groups were comparable at baseline in terms of demographic data, academic achievement, pre-course survey results, and pre-test scores. Post-test scores did not differ (p>0.05) based on type of study aid provided to students for that lesson (GO versus OUT). Students spent an average of 10 minutes (17%) less time studying per lesson when using GO compared to OUT (p=0.05). Student satisfaction with both study aid formats was high, but students preferred GO over OUT in terms of study efficiency (p=0.002), visual appeal (p<0.001), ease of use (p<0.004), and likelihood of referencing the study aid in the future (p<0.001). In conclusion, in an elective veterinary cardiology course, use of GO compared to OUT format study aids resulted in equivalent higher study efficiency and student satisfaction, while resulting in equivalent short-term learning outcomes.

Disclosures

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