Veterinary Science & Technology

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

Abstract

Heli I. Koskinen

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.