Ac. Murry et Mo. Downs, AN INTRODUCTORY-LEVEL COMPANION ANIMAL CARE COURSE - STUDENT PERCEPTION AND SUBSEQUENT PERFORMANCE, Journal of animal science, 76(7), 1998, pp. 1976-1982
A survey and pre- and postcourse examinations were administered to stu
dents (n = 23) enrolled in a companion animal (dog and cat) care cours
e. The course objectives were to assess a student's knowledge base and
then help him or her gain the knowledge to maintain the health, well-
being, and longevity of companion animals. Four teaching modules were
used in this course: 1) general lectures by the instructor; 2) special
topics presented by guest professors; 3) videos shown in class; and 4
) out-of-class experiential learning projects. The examination questio
ns were developed from these modules. At the end of the academic term
(quarter), students evaluated the course and each teaching module usin
g a scale of I (= poor) to 5 (= very good). Seventy percent of the stu
dents enrolled in the course were female. The disciplines represented
were animal health/preveterinary medicine (34.8%), animal science (21.
7%), arts and science (13.0%), education (8.7%), forestry (8.6%), nurs
ing education (4.4%), and 8.7% undecided. Only 15% had been exposed to
an animal and dairy science introductory course. Students rated the c
ourse good (4.2 +/-.83 with 5 = very good) and agreed (4.4 +/-.87 with
5 = strongly agree) that the course provided a valuable learning expe
rience. Average student score on the precourse examination (38.6% corr
ect answers) improved dramatically on the postcourse examination (92.0
% correct answers; P <.001). A positive correlation was observed betwe
en students' evaluation of the teaching modules and their total postco
urse examination score (P <.05). Results indicated that the companion
animal care course attracted students from disciplines other than that
of animal science. Students evaluated the course as favorable, and th
eir knowledge base of companion animal care was significantly expanded
.