Comparison of Graphic Organizers Versus Online Flash Cards as Study Aids in an Elective Veterinary Cardiology Course

Abstract

The ideal study aid format for veterinary students remains unknown. Both graphic organizers (GOs) and flash cards (FCs) have shown utility for enhancing learning in specific contexts. A mixed-methods prospective randomized crossover trial was undertaken with veterinary students ( n = 59) in an elective cardiology course. All students received identical content presented via weekly in-class lectures and were given study aids in either GO or FC format. One week later, students completed quizzes of content knowledge for each lesson and indicated amount of time spent studying. Crossover occurred such that groups of students alternated between receiving GOs and FCs. Quantitative and qualitative data were collected in the form of in-depth pre- and post-course surveys. Overall, there was no significant difference in quiz scores ( p = .26) or time spent studying ( p = .33) based on study aid type. Time spent studying for each quiz, as well as other measures of study habits, decreased significantly throughout the semester. Post-course survey responses showed overall higher student satisfaction for GOs compared to FCs ( p = .022), as well as a shift in preference away from FCs throughout the semester ( p = .03). Free-text survey responses revealed that individual students had strong preferences either for or against FCs in the context of their particular study habits. In an elective veterinary cardiology course, use of GO format compared to FC format study aids resulted in equivalent short-term learning outcomes and time spent studying, with each study aid format appealing to specific learning preferences of individual students.