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Situational Differences in Working Together: Examples From Veterinary Anatomy, Physiology And Radiographic Interpretation Sessions | OMICS International | Abstract
ISSN: 2157-7579

Journal of Veterinary Science & Technology
Open Access

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Research Article

Situational Differences in Working Together: Examples From Veterinary Anatomy, Physiology And Radiographic Interpretation Sessions

Heli I. Koskinen1* and Marjatta Snellman2

1A professional post graduate student specializing in infectious diseases in animals at the University of Helsinki, Finland

2A Professor of Diagnostic Imaging (emeriti) at the University of Helsinki, Faculty of Veterinary Medicine, Department of Equine and Small Animal Medicine, P.O Box 57, FI-00014 University of Helsinki, Finland

*Corresponding Author:
Heli I. Koskinen, PhD, DVM
Department of Veterinary Biosciences
P.O. Box 66
FI-00014 University of Helsinki Finland
E-mail: [email protected]

Received date: September 26, 2011; Accepted date: October 17, 2011; Published date: October 22, 2011

Citation: Koskinen HI, Snellman M (2011) Situational Differences in Working Together: Examples From Veterinary Anatomy, Physiology And Radiographic Interpretation Sessions. J Veterinar Sci Technol S4:001. doi:10.4172/2157-7579.S4-001

Copyright: © 2011 Koskinen HI, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Abstract

In the framework of quality of learning the social interactions between veterinary students were investigated. Observational data were collected during anatomy, physiology and radiology face-to-face small group sessions using Bales’ interaction process analysis framework, and in a radiology context the students’ observations were compared with the results of a checklist (yes or no) completed by the teacher of these students. During radiology group sessions solidarity, tension release and agreement with constructive disagreement element were showed. Observations also revealed variable level of task-oriented (asking and providing information) action depending on day and task under consideration. The students were interested in each other, even though this was not supported
by teacher’s checklist perhaps due to the teacher’s role as a learning resource. In contrast, during anatomy and physiology group sessions variable level of emotion-oriented (positive or negative) action was found. Students were task-oriented with variable interest in each other. The quality of group work in all cases may be dependent on the number of students and their fragmentation into sub-groups, or momentary changes in group dynamics, which might influence the teacher’s role as an active tutor during entire learning session.

Keywords

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