Training in
Plant Disease Diagnosis using CHALLENGE FRAP:
A tool for guiding, reporting and reflection
Victor J.
Galea
School of Agronomy and Horticulture, University of Queensland,
Gatton, Australia
Terry
M. Stewart
Institute of Natural Resources, Massey University, Palmerston
North, New Zealand
Introduction
There is little doubt that experience is crucial in learning
the art of disease diagnosis. Problem-based simulations,
such as DIAGNOSIS for CROP PROBLEMS (1) can provide an environment
where students can practice their interpretive skills, and hence
go someway towards gaining this experience. There is no
substitute for the real thing, however, and if the resources exist
within the teaching institution and its environs, it is useful
to give students a real-life diagnostic project.
This paper describes a technique whereby specialist software
can be used as a “diagnostic guide and record keeper”,
while trying to solve a real diagnostic problem both in the field
and in the laboratory.
Method
In this exercise students undertake a real plant disease case
for a commercial client. The background to this case is
researched by the student dealing directly with the client and
the problem worked through in the laboratory drawing upon advice
where necessary from the supervising academic.
An electronic template was developed for this process.
This was presented in a derivative of the DIAGNOSIS for CROP PROBLEMS
(version 3) Builder, called CHALLENGE FRAP (Form for Recording
the Analysis of Problems) (2). The FRAP diagnostic template
contained suggested actions within a diagnostic framework, and
explained their significance. This explanatory text connected
with each suggested action could be replaced with students’
own observations as they undertook the real-world tasks.
Actions, locations and objects could be deleted and added at will,
depending on what was actually done. The form could be reloaded,
saved, and shared, enabling the supervising academic to add his
or her own comments at different phases of the exercise (Figure
1). Eventually, it contained a full record of the student’s
diagnostic experience.
Figure 1.
This template served to guide the student through the logical
approach to diagnosis while also providing a means for recording
the pathway taken by the student and documenting any supporting
information (reference material) and evidence (photographs and
information) collected during this process. The template
also provided a discussion / feedback tool to allow communication
between the student and academic to assist with development of
the case through constructive feedback and reflective comment,
and ultimately served as a mechanism for assessment of the students’
work.
The study was taken over the 2004 and 2005 teaching years and
contained 10 and 8 students respectively. All were enrolled
in a Plant Protection course at the University of Queensland.
They were asked to select a plant disease case from up to
14 problems submitted for consideration by a range of horticultural
clients from south-east Queensland. Each student was provided
with brief details on their selected case, along with the contact
details of their client. Students were also provided with
the case template (as a FRAP file) and had been previously exposed
to some laboratory diagnostic cases. They had also been
familiarised with DIAGNOSIS for CROP PROBLEMS Player and a selection
of scenarios, and exposed to the diagnostic process.
Students were given access to all laboratory and glasshouse facilities
required to carry out their individual tasks, were able to consult
with the academic, and, where necessary, receive guidance and
relevant training on techniques to assist with their case.
Where required, access to digital photography and photomicrography
was also provided.
(b) Submission of draft
Students were invited to submit a draft of their FRAP file (now
their assignment) to allow for constructive feedback and guidance
by the academic. Students were able to use the discussion
/ feedback box available for each screen to raise questions or
concerns about individual components of their diagnostic case.
Constructive feedback on these and other issues could then be
given by the academic to guide the students towards a more polished
outcome.
(c) Final submission
After consideration of the feedback from the academic and, if
required, further investigation of the problem, students were
able to submit a final version of their diagnostic case FRAP file.
This final submission was then assessed by the academic using
the assessment criteria shown in Table 1.
Table 1: Assessment criteria for diagnostic
assignments, as reported in their CHALLENGE FRAP file.
| Criterion |
Details |
| Introduction of Problem |
The plant problem and the context
within which it occurs should be clearly introduced by the
student. |
| Client Consultation |
Evidence of ability to consult
with client should be demonstrated by the relevance and quality
of information sought by the student. |
| Accessing Information |
Appropriate information sources
to support this case should be accessed and evidence of this
presented within the assignment. |
| Laboratory (Skills) Performance |
A methodical approach to the
laboratory phase of this investigation should be demonstrated,
along with the correct choice and use of laboratory techniques. |
| Diagnostic Reasoning |
The conclusions drawn from the
diagnostic investigation should be justified and be relevant
and appropriate to the information collected by the student. |
| Validity of Recommendations |
The management program must be
realistic and relevant to the production system, the crop
being grown and the problem(s) to be managed. |
| Dedication to Project |
The student’s dedication
to the project through the quality of interaction with the
client and academic and effort in the laboratory should be
demonstrated. |
| Feedback to Client |
The student should provide evidence
of feedback on the case to the client. |
Results and Discussion
Students found that this learning exercise was stimulating and
relevant (Table 2). They appreciated working on their own case
in their own timeframe and doing so for a real client. The
progressive feedback given to them was found to be useful and
it was felt that this style of self-directed project learning
was better and more engaging than working through cases under
more conventional (lab, lecture or readings) approaches.
Table 2. Combined 2004-2005 survey of
student opinion, on their field/lab diagnostic scenario exercise
using the CHALLENGE FRAP program with diagnostic template. (SA
= strongly agree, A=agree, U=undecided, D=disagree, SD= strongly
disagree), Sample size = 17
| Questions |
SA |
A |
U |
D |
SD |
pa |
| (a) Learning Context |
|
|
|
|
|
|
| I preferred having my own plant
disease case to work on, rather than working through a case
with other students. |
9 |
5 |
3 |
0 |
0 |
<0.00 |
| Knowing that this was a problem
of commercial significance made this project more relevant
to me. |
11 |
4 |
2 |
0 |
0 |
<0.00 |
| Having a real client to work for
improved the value of this project for me. |
11 |
4 |
2 |
0 |
0 |
<0.00 |
| I preferred working on this project
in my own timeframe. |
7 |
7 |
3 |
0 |
0 |
<0.01 |
| The formal feedback received before
the project was complete was useful. |
10 |
6 |
1 |
0 |
0 |
<0.00 |
| I think I would learn more from
just working through a historical case, where I had to interpret
given observations and lab results in order to reach a diagnosis,
(along with being exposed to diagnostic procedures in lab
classes), rather than undertaking this project. |
0 |
0 |
2 |
12 |
3 |
<0.00 |
| I think I would learn more from
just covering diagnostic cases in lectures and being exposed
to diagnostic procedures in lab classes, rather than undertaking
this project. |
0 |
0 |
1 |
7 |
9 |
<0.00 |
| I think I would learn more from
just being given diagnostic cases to read about, rather than
undertaking this project. |
0 |
0 |
0 |
4 |
13 |
<0.00 |
| |
|
|
|
|
|
|
| (b) The FRAP Template |
|
|
|
|
|
|
| The template provided a logical
structure to this project. |
10 |
7 |
0 |
0 |
0 |
<0.00 |
| The template provided a useful
way to record my observations and thoughts during the project. |
10 |
5 |
2 |
0 |
0 |
<0.00 |
| The structure within the template
served as a model of common tasks and procedures which assisted
me with my investigation. |
8 |
7 |
2 |
0 |
0 |
<0.00 |
| The template assisted me (helped
me focus) when seeking information from the client. |
6 |
8 |
3 |
0 |
0 |
<0.01 |
| The comments and guidelines initially
provided within the template were useful to me. |
8 |
8 |
1 |
0 |
0 |
<0.00 |
| The feedback/discussion feature
was useful to me. |
7 |
9 |
1 |
0 |
0 |
<0.00 |
| The multimedia capabilities allowed
me to better document the problem. |
7 |
7 |
3 |
0 |
0 |
<0.01 |
| The fact that the template structure
could be altered to reflect my own investigation was a good
feature. |
12 |
5 |
0 |
0 |
0 |
<0.00 |
| The template was easy to use. |
8 |
9 |
0 |
0 |
0 |
<0.00 |
| |
|
|
|
|
|
|
| (c) The Laboratory Investigation |
|
|
|
|
|
|
| I was strongly engaged by the laboratory
phase of the diagnosis. |
6 |
11 |
0 |
0 |
0 |
<0.00 |
| I learned new skills conducting
this phase of the investigation. |
10 |
7 |
0 |
0 |
0 |
<0.00 |
| My level of understanding of the
diagnostic procedure was improved as a result of this phase
of the project. |
13 |
4 |
0 |
0 |
0 |
<0.00 |
| |
|
|
|
|
|
|
| (d) Learning Benefits |
|
|
|
|
|
|
| I have developed useful skills
as a result of this project. |
7 |
10 |
0 |
0 |
0 |
<0.00 |
| I found this problem based learning
approach to be more interesting than conventional content
delivery. |
12 |
5 |
0 |
0 |
0 |
<0.00 |
| The project helped improve my knowledge
of plant protection generally. |
8 |
9 |
0 |
0 |
0 |
<0.00 |
| The project reinforced theory learned
elsewhere in this course. |
6 |
11 |
0 |
0 |
0 |
<0.00 |
| The project served to integrate
knowledge with skills. |
7 |
10 |
0 |
0 |
0 |
<0.00 |
| I enjoyed this project. |
10 |
7 |
0 |
0 |
0 |
<0.00 |
a = Based on one-way Chi-Square
The FRAP template was easy to use and supported students by providing
not only a logical structure and a methodical approach to the
investigation, but also a useful, flexible and customisable means
of documenting information, observations and thoughts generated
during this process. The discussion / feedback component
supported progressive development of the student case.
There appears to be much value in this approach for developing
plant disease diagnostic skills in students. It was clearly
evident from the case study templates submitted by participants
that they succeeded in embracing the philosophy and approach for
conducting diagnostic evaluations of plants with diseases that
were previously unknown to them. In being required to conduct
a diagnosis for a real client, reality was bought one step closer
for students. The FRAP template not only captured a record
of their work, but also provided guidance to the diagnostic procedure
and allowed teacher feedback.
The CHALLENGE FRAP program and diagnostic template are available
free of charge from the DIAGNOSIS for CROP PROBLEMS Website at
http://www.diagnosis.co.nz
References
- Stewart, T.M. 2004. Teaching the art and science of
plant disease diagnosis: Training students with DIAGNOSIS
for CROP PROBLEMS. The Plant Health Instructor. DOI:10.1094/PHI-T-2004-0426-01.
- Stewart, T.M., MacIntyre, W.R., Galea, V.J. (2005). CHALLENGE
FRAP - A combination guide and reporting tool for problem-based
exercises. In Towards Sustainable and Scalable Educational
Innovations Informed by the Learning Sciences. C.K.
Looi, David Jonassen and Mitsuru Ikeda (Eds). IOS Press.
Frontiers of Artificial Intelligence and Applications.
Volume 133 : 444-451
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