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Linking theory to practice in an undergraduate veterinary curriculum: students' perspectives.
J Vet Med Educ. 2009 Fall; 36(3):291-6.JV

Abstract

Facilitated clinical relevance (FCR) at the University of Nottingham School of Veterinary Medicine and Science is a small-group educational model that promotes student-centered learning. The objectives of this study were: (1) to examine students' opinions of FCR as a learning approach compared with other teaching methods; and (2) to establish if gender, year of study, or prior exposure to FCR were predictors of attitude. Questionnaires were distributed to undergraduate veterinary students (N = 185) in the first and second year of study. Students' opinions were assessed by noting their degree of agreement with seven statements using a seven-point Likert-type scale. A total of 162 students (87.6%) completed the survey instrument. The findings indicate that FCR is highly valued among the students. The majority of students regarded FCR as directly relevant for clinical preparation because it helps them to integrate pre-clinical and clinical knowledge and skills in veterinary medicine. However, commonly identified challenges were peer dominance, less cooperative facilitators, and coping with the ambiguity of knowledge and reasoning. No significant differences were detected in attitude between students in the tested variables (p > 0.05). However, being in the first year of study, being male, and having prior exposure to FCR was found to predict a negative attitude (p < 0.006). To increase students' satisfaction, effective strategies must be designed and implemented to provide support for struggling individuals.

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Authors+Show Affiliations

Elsheikha HM
School of Veterinary Medicine and Science, University of Nottingham, Sutton Bonington Campus, Loughborough, UK. hany.elsheikha@nottingham.ac.uk
Kendall NR
No affiliation info available

MeSH

Attitude of Health PersonnelCurriculumEducation, VeterinaryEnglandFemaleHumansMaleProblem-Based LearningSex DistributionStudents, Health OccupationsSurveys and Questionnaires

Pub Type(s)

Journal Article

Language

eng

PubMed ID

19861717

Citation

Elsheikha, Hany M., and Nigel R. Kendall. "Linking Theory to Practice in an Undergraduate Veterinary Curriculum: Students' Perspectives." Journal of Veterinary Medical Education, vol. 36, no. 3, 2009, pp. 291-6.
Elsheikha HM, Kendall NR. Linking theory to practice in an undergraduate veterinary curriculum: students' perspectives. J Vet Med Educ. 2009;36(3):291-6.
Elsheikha, H. M., & Kendall, N. R. (2009). Linking theory to practice in an undergraduate veterinary curriculum: students' perspectives. Journal of Veterinary Medical Education, 36(3), 291-6. https://doi.org/10.3138/jvme.36.3.291
Elsheikha HM, Kendall NR. Linking Theory to Practice in an Undergraduate Veterinary Curriculum: Students' Perspectives. J Vet Med Educ. 2009;36(3):291-6. PubMed PMID: 19861717.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Linking theory to practice in an undergraduate veterinary curriculum: students' perspectives. AU - Elsheikha,Hany M, AU - Kendall,Nigel R, PY - 2009/10/29/entrez PY - 2009/10/29/pubmed PY - 2010/6/22/medline SP - 291 EP - 6 JF - Journal of veterinary medical education JO - J Vet Med Educ VL - 36 IS - 3 N2 - Facilitated clinical relevance (FCR) at the University of Nottingham School of Veterinary Medicine and Science is a small-group educational model that promotes student-centered learning. The objectives of this study were: (1) to examine students' opinions of FCR as a learning approach compared with other teaching methods; and (2) to establish if gender, year of study, or prior exposure to FCR were predictors of attitude. Questionnaires were distributed to undergraduate veterinary students (N = 185) in the first and second year of study. Students' opinions were assessed by noting their degree of agreement with seven statements using a seven-point Likert-type scale. A total of 162 students (87.6%) completed the survey instrument. The findings indicate that FCR is highly valued among the students. The majority of students regarded FCR as directly relevant for clinical preparation because it helps them to integrate pre-clinical and clinical knowledge and skills in veterinary medicine. However, commonly identified challenges were peer dominance, less cooperative facilitators, and coping with the ambiguity of knowledge and reasoning. No significant differences were detected in attitude between students in the tested variables (p > 0.05). However, being in the first year of study, being male, and having prior exposure to FCR was found to predict a negative attitude (p < 0.006). To increase students' satisfaction, effective strategies must be designed and implemented to provide support for struggling individuals. SN - 0748-321X UR - https://www.unboundmedicine.com/medline/citation/19861717/Linking_theory_to_practice_in_an_undergraduate_veterinary_curriculum:_students'_perspectives_ L2 - https://jvme.utpjournals.press/doi/10.3138/jvme.36.3.291?url_ver=Z39.88-2003&amp;rfr_id=ori:rid:crossref.org&amp;rfr_dat=cr_pub=pubmed DB - PRIME DP - Unbound Medicine ER -