Developing a global perspective for Australian students

This 1999 CUTSD funded project intended to develop a practical model for introducing an international perspective for Australian students within their mainstream on campus units. Many Australian veterinary graduates work for the first time in positions overseas, making University to workplace transition more complex than usual. Veterinary Science curricula are particularly good at teaching the scientific knowledge and skills for practice in Australia but have failed to address how the social, political, economic and cultural differences in other countries may affect how they practice. Given the current imperative to decrease overloaded curricula in Veterinary Science, it is not appropriate to teach these in a traditional fashion.

In the model, third year veterinary students learn in a problem based environment using in classroom and online discussion groups in a Web-CT environment. Initially they study the scientific principles involved in the solution of the problem and then, through appropriately framed questions develop a greater understanding of how their initial solution may need to be adjusted to account for the differing work environment.

The problem is triggered by video footage of the actual problem taken by the veterinarian working overseas. These are used to visually transport students into the locality often quite different from their travel experiences so far. The videos, edited into short, specific sections, show a Murdoch University veterinary science graduate working elsewhere in the world. Firstly they describe a specific case, followed by its context and then by the veterinarian's reflection on the influences that affected the specific case management. The videos are used in class and lead into a series of questions that frame the science and other objectives, typical for problem based learning curricula. To extend this, the students then participate in discussion groups that include that veterinarian. There is a clear identification regarding how their approach to diagnosis has varied from the approach taught in their undergraduate education at Murdoch University.

The model was implemented into one unit during 1999. Student evaluations demonstrated a high level of satisfaction with the teaching process and objectives were achieved. The model is an effective way of diversifying the learning experience of students and includes a global perspective to their learning by introducing the notion of the cultural and contextual influences on the science learned. It could be used at all levels of the curriculum and in all disciplines, the key requirement being availability of appropriate graduates to participate in discussion.