| Autor: |
Kogan LR; Department of Clinical Sciences, Colorado State University, College of Veterinary Medicine and Biomedical Sciences, 1680 Campus Delivery, Fort Collins, CO 80523-1680 USA. koganl@colostate.edu., Hellyer PW; Department of Clinical Sciences, Colorado State University, College of Veterinary Medicine and Biomedical Sciences, Fort Collins, CO 80523 USA. Peter.Hellyer@colostate.edu., Clapp TR; Department of Biomedical Sciences, Colorado State University, College of Veterinary Medicine and Biomedical Sciences, 1617 Campus Delivery, Fort Collins, CO 80523-1617 USA. tod.clapp@colostate.edu., Suchman E; Department of Microbiology, Immunology and Pathology, College of Veterinary Medicine and Biomedical Sciences, 1682 Campus Delivery, Fort Collins, CO 80523-1682 USA. Erica.suchman@colostate.edu., McLean J; Department of Microbiology, Immunology and Pathology, Colorado State University, College of Veterinary Medicine and Biomedical Sciences, 1682 Campus Delivery, Fort Collins, CO 80523-1682 USA. Jennifer.McLean@colostate.edu., Schoenfeld-Tacher R; College of Veterinary Medicine, Department of Molecular Biomedical Sciences, North Carolina State University, Box 8401, Raleigh, NC 27695 USA. |
| Abstrakt: |
Professional DVM training is inherently stressful and challenging for students. This study evaluated a simple intervention-short breaks during a veterinary pharmacology lecture course in the form of funny/cute animal videos (Mood Induction Procedures, or MIP)-to assess for potential impact on students' mood, interest in material, and perceived understanding of material. Ten YouTube video clips showing cats or dogs were selected to influence students' affective states. The videos were shown in a required pharmacology class offered during the fall semester of the second year of the DVM program at a large, land-grant institution in the western US. The student cohort consisted of 133 students (20 males, 113 females). Twenty days of the course were randomly chosen for the study and ranged from weeks 2 to 13 of the semester. Sessions in which the videos were played were alternated with sessions in which no video was played, for a total of 10 video days and 10 control days. There were significant differences in all three post-class assessment measures between the experimental (video) days and the control days. Results suggest that showing short cute animal videos in the middle of class positively affected students' mood, interest in material, and self-reported understanding of material. While the results of this study are limited to one student cohort at one institution, the ease of implementation of the technique and relatively low stakes support incorporation of the MIP technique across a variety of basic and clinical science courses. |
