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Descriptors:
Veterinary Medical Education; Control Groups; Clinical Diagnosis; Problem Solving; Educational Technology; Case Method (Teaching Technique)

Abstract:
Three related studies replicated and extended previous work (J.A. Danielson et al. (2003), "Educational Technology Research and Development," 51(3), 63-81) involving the Diagnostic Pathfinder (dP) (previously Problem List Generator [PLG]), a cognitive tool for learning diagnostic problem solving. In studies 1 and 2, groups of 126 and 113 veterinary students, respectively, used the dP to complete case-based homework; groups of 120 and 199, respectively, used an alternative method. Students in the dP groups scored significantly higher (p = 0.000 and 0.003, respectively) on final exams than those in control groups. In the third study, 552 veterinary students responding to a questionnaire indicated that the dP's gating and data synthesis activities aided learning. The dP's feedback and requirement of completeness appear to aid learning most. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Clinical Diagnosis; Comparative Analysis; Computer Assisted Instruction; Higher Education; Pathology; Problem Solving; Veterinary Medical Education

Abstract:
Describes the result of implementing the Problem List Generator, a computer-based tool designed to help clinical pathology veterinary students learn diagnostic problem solving. Findings suggest that student problem solving ability improved, because students identified all relevant data before providing a solution. (MES)

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Descriptors:
College Faculty; Computer Uses in Education; Educational Technology; Educational Theories; Faculty Development; Higher Education; Individual Needs; Instructional Development; Instructional Innovation; Technology Integration

Abstract:
Describes "housecalls," a program at Virginia Tech that provides personal technical assistance to faculty, and shows how the program promotes innovation in instructional technology within a hierarchy of faculty technical and instructional support needs. Addresses innovation theory and demonstrates the presence of eight conditions that facilitate the implementation of educational technology. (AEF)

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Descriptors:
Adoption (Ideas); College Faculty; Computer Uses in Education; Educational Technology; Faculty Development; Higher Education; Interviews; Models; Systems Approach; Vertical Organization

Abstract:
This paper describes Virginia Polytechnic and State University's efforts to effectively adopt emerging technologies on a general basis. The various systems that come into play in this context are discussed, including the macro-system (the university itself) and sub-systems (departments and programs). Introduction of a compensating sub-system, "Housecalls," is described. The "Housecalls" program was created in order to provide technical support for the college, provide a venue for training and supporting graduate students, and support faculty in their efforts to use their computers as educational tools. Research and theory in the area of diffusion and adoption of educational technology is summarized, including conditions that facilitate the implementation of educational technology. A theoretical model examining faculty needs when adopting emerging technologies in education is presented. General statistics about the "Housecalls" service, highlights from interviews with faculty, and observations from similar programs elsewhere are presented. It is concluded that educational institutions must support faculty on many fronts for successful adoption of emerging technologies. (MES) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (370K)