'Learning pathologies' in second year veterinary science students

Veterinary graduates require skills in self directed learning, the ability to assimilate and integrate new information and to apply information to complex clinical situations. Clinical case studies have been utilised as the basis for a novel learning activity that affords students the opportunity for self directed and collaborative learning, deeper approaches to learning and the opportunity to develop skills in group work, self and peer assessment. Cases were carefully selected from clinical records at the Veterinary Teaching Hospital to provide students with an authentic learning task that was perceived as relevant and which appealed to intrinsic motivation and career aspirations. This was considered an important aspect of the activity in progressing students towards a more contextual or relativistic thinking process. To increase student awareness of their own learning processes, as guided self reflection exercise was introduced to allow students to evaluate their approach to learning. Evaluation of student responses indicated a number of 'learning pathologies' including a strategic approach to learning, a high degree of dependency and poor awareness of the nature and purposes of assessment.