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In order to give students of veterinary medicine an incentive for botany as an obligate subject in the canon of preclinical studies, we integrated student-generated questions (MC LEAOD & SNELL, 1996) in the lectures as a database for the theoretical examination. Exercises of identification (of plant objects) combined with short excursions served the expansion of student’s diagnostic skills (significant for their later profession). For the examination of these practical competences exactly there where plants do grow, we developed the outdoortest (o-test). Aim of the study was to estimate whether (1) the new focus in the lectures did lead to a higher motivation for botany, (2) from point of view of the students practical exercises did improve their diagnostic skills, and (3) the o-test can be put into practice. Result: (1) The decrease of questions from 61 to 11 that were generated per lecture during the whole term, proved this method unsuitable for any increase of interest in botany. (2) Diagnostic skills were supported by the exercises of identification, however, students doubted if their methodical competence would be good enough for the application in the exam. (3) 219 students in 43 (mainly) groups of five finished with one tablet PC per person the one-hour o-test in the Botanical Garden of the university within one day. The high mean of the result of 89.9% suggested that we failed in keeping down the value of information in the ten single choice questions, identical for all participants. On the other hand, those students who passed the exam as the first groups achieved normal distributed results. Thus, both the level of standard and didactic scheme of the question were appropriate. Given the rather formal faults were eliminated, the o-test comes in handy as a concept for controlling practical educational objectives on the spot.

15.04.2011 | Sabine Aboling, Karl-Heinz Windt, Denise Pohl & Jan P. Ehlers (Hannover)

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