Perceptions of students and teachers about traditional and active didactic strategies in a veterinary anatomy course

Abstract

Active learning strategies were gradually implemented in the veterinary anatomy course at the University of Antioquia. In the cohort of the second semester of 2018, in the first module (musculoskeletal system), we used the traditional methodology (master classes both in theory and in practice), and active teaching strategies were used in the rest of the course. Faculty perceived some dissatisfaction among the students with this change. The objective of this work was to understand the perceptions of students and teachers about the traditional and active didactic strategies of the course, during this academic period through semi-structured interviews and focus group. The students perceived the combination of traditional learning strategies with active strategies as ideal. The traditional approach seems more comfortable to them, because the teacher provides all the information. However, they saw rote learning and the large amount of information as a disadvantage. They perceived that formative assessment allows for the consolidation of knowledge. The teachers highlighted the importance of using several methods that allow for adapting to the different learning styles of the students. In addition, they considered that their role is to guide students so that, through analysis, interpretation and research processes, they learn to build their knowledge. We conclude that students are highly dependent on traditional learning strategies, so it is necessary to stimulate the use of tools supported by constructivism. Also, more administrative support should be given for faculty to have the training and enough paid time for the preparation and application of active learning strategies.