6.3 Teaching and Learning Case studies

6.5 Conclusions on the Guinea Pig Ileum Package The case studies reported here show that the Guinea Pig Ileum package is a flexible resource which can be used with a range of teaching methods and in a variety of contexts. The findings from University of Wales, Cardiff and University of Bath showed clearly that students had improved their scores and levels of confidence with two very different methods of using the CAL within a teaching programme. At Liverpool John Moores University the findings showed that the order of teaching elements made little difference to the outcomes for students and that these students were again able to increase their learning and confidence in the subject matter. At the University of Brighton , where students worked on the package in their own time, many students failed to study the package at all. Those that did were shown to lack motivation and an adequate contextual framework as the CAL session was remote from their previous studies in this area. With this method of using CAL, responsibility for the accessibility of software and hardware is transferred to the student and this also increases the likely failure of students to complete the task set. Methods in which the CAL component is more integrated into the course structure have been shown to be far more beneficial to the majority of students. The package was well received by most students who stated that they liked the problem-solving approach and the self testing sections. There was some criticism of the repetition of dose response curves, although this was also frequently cited as the easiest part of the package to grasp. The experimental set-up section, which sets out the background and procedures for the experiment, had a mixed reception with some groups stating it was easy, whilst others cited this as the most difficult area. In general, those who did an associated practical appeared the most unhappy about the Set-up section and higher expectations and the benefit of hindsight might also be playing a role in this. Nevertheless, some revision of this section would help to improve its clarity and effectiveness. In considering its role in replacing practicals, students appeared to defend the method they had used and this is not surprising. A much broader examination of learning achievements throughout the course at each institution would be required to make any further assessment of the merits of including or dispensing with a practical in association with this package. Student study methods in these case studies again show that there is a need for more specific guidance at the start of a CAL session and that the presence of a tutor and in particular, proactive intervention by the tutor can affect the way in which students study and approach the learning situation. Similarly, working in groups, the use of handouts and structured exercises have been shown to be very effective and well received by the students.