Using Adaptive Learning Technology to Advance Clinical Competency in Performance and Interpretation of Equine Musculoskeletal Ultrasound of the Distal Limb

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Miller, Allison
SUNY , State University of New York , IITG , Innovative Instructional Technology Grants , Adaptive Learning Technologies , Competency Based Education (CBE) , Active Learning , Mobile Learning , Open Educational Resources (OER)
Across curricula, there are simple, fundamental skills that are prerequisites for upper-level courses. Often there are not thorough instructional materials, practice, or assessment of these skills in introductory courses due to time constraints. We argue that online learning materials and Intelligent Tutoring Systems (ITS) can offer instructional experience, extensive practice, immediate assessment, and adaptive feedback with little to no effect on class time. Such systems could help advanced students quickly confirm their knowledge, while also providing less-prepared students with thorough practice. This project will demonstrate this theory by developing a prototype ITS for introductory material in equine anatomy. A 3D model of the equine limb will allow students the ability to perform virtual ultrasounds, providing virtual experiential learning. The students can then employ the ITS, which will query their knowledge of these specific anatomic structures, assess their responses, and adaptively offer new challenges, providing both practice and assessment.
We all learned so much from this project as there were many of us working on it throughout the year so each piece was being developed independent of the other based on everyone's expertise. We were able to rapidly pull it all together in the late spring to pilot it to a group of 25 veterinary students who had their clinical year rapidly cut short due to COVID and lost the opportunity for many hands on courses in their last eight weeks of their education. The student survey responses were extremely positive. The plan for this upcoming year is to implement its use in other courses both at the veterinary (preclinical and clinical) curriculum and in undergraduate animal science programs where courses may have had to move online. These resources have already proven to be valuable to allowing our students to continue to have a high level of learning despite an online or hybrid learning model.