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Influence of a veterinary curriculum on the approaches and study skills of veterinary medical students.
J Vet Med Educ. 2011 Winter; 38(4):384-94.JV

Abstract

The objectives of the present study were to evaluate first-, second-, third-, and fourth-year veterinary medical students' approaches to studying and learning as well as the factors within the curriculum that may influence these approaches. A questionnaire consisting of the short version of the Approaches and Study Skills Inventory for Students (ASSIST) was completed by 405 students, and it included questions relating to conceptions about learning, approaches to studying, and preferences for different types of courses and teaching. Descriptive statistics, factor analysis, Cronbach's alpha analysis, and log-linear analysis were performed on the data. Deep, strategic, and surface learning approaches emerged. There were a few differences between our findings and those presented in previous studies in terms of the correlation of the subscale monitoring effectiveness, which showed loading with both the deep and strategic learning approaches. In addition, the subscale alertness to assessment demands showed correlation with the surface learning approach. The perception of high workloads, the use of previous test files as a method for studying, and examinations that are based only on material provided in lecture notes were positively associated with the surface learning approach. Focusing on improving specific teaching and assessment methods that enhance deep learning is anticipated to enhance students' positive learning experience. These teaching methods include instructors who encourage students to be critical thinkers, the integration of course material in other disciplines, courses that encourage thinking and reading about the learning material, and books and articles that challenge students while providing explanations beyond lecture material.

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Publisher Full Text

Authors+Show Affiliations

Chigerwe M
University of California, Davis, CA, USA. mchigerwe@ucdavis.edu
Ilkiw JE
No affiliation info available
Boudreaux KA
No affiliation info available

MeSH

Attitude of Health PersonnelCaliforniaCurriculumEducation, VeterinaryFactor Analysis, StatisticalHumansLearningSchools, VeterinaryStudents, Health OccupationsSurveys and QuestionnairesTest Taking Skills

Pub Type(s)

Evaluation Study
Journal Article

Language

eng

PubMed ID

22130414

Citation

Chigerwe, Munashe, et al. "Influence of a Veterinary Curriculum On the Approaches and Study Skills of Veterinary Medical Students." Journal of Veterinary Medical Education, vol. 38, no. 4, 2011, pp. 384-94.
Chigerwe M, Ilkiw JE, Boudreaux KA. Influence of a veterinary curriculum on the approaches and study skills of veterinary medical students. J Vet Med Educ. 2011;38(4):384-94.
Chigerwe, M., Ilkiw, J. E., & Boudreaux, K. A. (2011). Influence of a veterinary curriculum on the approaches and study skills of veterinary medical students. Journal of Veterinary Medical Education, 38(4), 384-94. https://doi.org/10.3138/jvme.38.4.384
Chigerwe M, Ilkiw JE, Boudreaux KA. Influence of a Veterinary Curriculum On the Approaches and Study Skills of Veterinary Medical Students. J Vet Med Educ. 2011;38(4):384-94. PubMed PMID: 22130414.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Influence of a veterinary curriculum on the approaches and study skills of veterinary medical students. AU - Chigerwe,Munashe, AU - Ilkiw,Jan E, AU - Boudreaux,Karen A, PY - 2011/12/2/entrez PY - 2011/12/2/pubmed PY - 2012/4/13/medline SP - 384 EP - 94 JF - Journal of veterinary medical education JO - J Vet Med Educ VL - 38 IS - 4 N2 - The objectives of the present study were to evaluate first-, second-, third-, and fourth-year veterinary medical students' approaches to studying and learning as well as the factors within the curriculum that may influence these approaches. A questionnaire consisting of the short version of the Approaches and Study Skills Inventory for Students (ASSIST) was completed by 405 students, and it included questions relating to conceptions about learning, approaches to studying, and preferences for different types of courses and teaching. Descriptive statistics, factor analysis, Cronbach's alpha analysis, and log-linear analysis were performed on the data. Deep, strategic, and surface learning approaches emerged. There were a few differences between our findings and those presented in previous studies in terms of the correlation of the subscale monitoring effectiveness, which showed loading with both the deep and strategic learning approaches. In addition, the subscale alertness to assessment demands showed correlation with the surface learning approach. The perception of high workloads, the use of previous test files as a method for studying, and examinations that are based only on material provided in lecture notes were positively associated with the surface learning approach. Focusing on improving specific teaching and assessment methods that enhance deep learning is anticipated to enhance students' positive learning experience. These teaching methods include instructors who encourage students to be critical thinkers, the integration of course material in other disciplines, courses that encourage thinking and reading about the learning material, and books and articles that challenge students while providing explanations beyond lecture material. SN - 0748-321X UR - https://www.unboundmedicine.com/medline/citation/22130414/Influence_of_a_veterinary_curriculum_on_the_approaches_and_study_skills_of_veterinary_medical_students_ L2 - https://jvme.utpjournals.press/doi/10.3138/jvme.38.4.384?url_ver=Z39.88-2003&rfr_id=ori:rid:crossref.org&rfr_dat=cr_pub=pubmed DB - PRIME DP - Unbound Medicine ER -