AN INTRODUCTORY-LEVEL COMPANION ANIMAL CARE COURSE: STUDENT PERCEPTION AND SUBSEQUENT PERFORMANCE.

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AN INTRODUCTORY-LEVEL COMPANION ANIMAL CARE COURSE: STUDENT PERCEPTION AND SUBSEQUENT PERFORMANCE.

A survey and pre- and postcourse examinations were administered to students (n = 23) enrolled in a companion animal (dog and cat) care course. 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 questions were developed from these modules. At the end of the academic term (quarter), students evaluated the course and each teaching module using a scale of 1 (= poor) to 5 (= very good). Seventy percent of the students 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%), nursing education (4.4%), and 8.7% undecided. Only 15% had been exposed to an animal and dairy science introductory course. Students rated the course good (4.2 +/- .83 with 5 = very good) and agreed (4.4 +/- .87 with 5 = strongly agree) that the course provided a valuable learning experience.

Average student score on the precourse examination (38.6% correct answers) improved dramatically on the postcourse examination (92.0% correct answers; P < .001). A positive correlation was observed between students’ evaluation of the teaching modules and their total postcourse 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 their knowledge base of companion animal care was significantly expanded.

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