Student experiences and perceptions of compulsory research projects: a veterinary perspective

Creating the Next Generation of Evidence-Based Veterinary Practitioners and Researchers: What are the Options for Globally Diverse Veterinary Curricula?

Veterinary educators strive to prepare graduates for a variety of career options with the skills and knowledge to use and contribute to research as part of their lifelong practice of evidence-based veterinary medicine (EBVM). In the veterinary curriculum, students should receive a grounding in research and EBVM, as well as have the opportunity to consider research as a career. Seeing a lack of a cohesive body of information that identified the options and the challenges inherent to embedding such training in veterinary curricula, an international group was formed with the goal of synthesizing evidence to help curriculum designers, course leaders, and teachers implement educational approaches that will inspire future researchers and produce evidence-based practitioners. This article presents a literature review of the rationale, issues, and options for research and EBVM in veterinary curricula. Additionally, semi-structured interviews were conducted with 11 key stakeholders across the eight Council for International Veterinary Medical Education (CIVME) regions. Emergent themes from the literature and interviews for including research and EBVM skills into the curriculum included societal need, career development, and skills important to clinical professional life. Approaches included compulsory as well as optional learning opportunities. Barriers to incorporating these skills into the curriculum were grouped into student and faculty-/staff-related issues, time constraints in the curriculum, and financial barriers. Having motivated faculty and contextualizing the teaching were considered important to engage students. The information has been summarized in an online "toolbox" that is freely available for educators to inform curriculum development.

Student Involvement in Global Veterinary Education and Curricula: 7 Years of Progress (2013-2019)

As central members of the veterinary education community, students are well placed to highlight current problems in veterinary education. Motivated by the lack of current formal student involvement, the largest global veterinary student association, the International Veterinary Students' Association (IVSA), realized the necessity for students to express their opinions within the veterinary education field. Thus, two standing committees related to veterinary education were created: the Standing Committee on One Health in 2013 and the Standing Committee on Veterinary Education in 2014. For 7 years, veterinary students have been acting in a four-dimensional plane to involve students in (a) electronic educational resources and e-learning, (b) interdisciplinary collaboration and One Health, (c) curriculum involvement, and (d) vocational guidance. Through multiple projects, such as student and tutor interaction, idea exchanges, development of e-resources, and curriculum development campaigns, IVSA has managed to increase awareness to students and schools of the important role students play within veterinary education. This article highlights students' ability to work together to help other students learn and succeed within their veterinary studies, as well as the necessity for student engagement in curricular renewal and development. Consequently, IVSA's projects and achievements are described, highlighting a from students-to students approach to promote active student involvement in veterinary education and curricula globally.

A 5-year retrospective evaluation of undergraduate dental research projects in a Nigerian University: Graduates' perceptions of their learning experiences

INTRODUCTION

Undergraduate research projects have never been evaluated despite six decades of dental training in Nigeria. This study evaluated dental graduates' perceptions of the research project from 2013 to 2017.

METHODS

A cohort of 93 graduates from a Nigerian University was investigated through the use of self-administered questionnaires on a Google form platform. Analysis was done using descriptive and analytical statistics on SPSS version 16. Statistical significant level was set at P < .05.

RESULTS

The cohort showed a very good understanding of research project objectives during their undergraduate training with more male and older students independently choosing their research topics (P > .05). Students' research topics were changed by supervisors in about one-quarter and one-tenth of the male and female students, respectively. About one-third of the students met set deadlines with no significant differences amongst gender and age groups (P > .05). However, only two-thirds of the students submitted their projects before the deadline due to other contending academic works. More males and older age group sought assistance from other academic staff for information on their projects. About one-half of the students reportedly acquired additional knowledge as a direct benefit from the project. Of all the variables associated with the research project, only the level of preparedness to undertake the project was highly statistically significant (P < .05) and this varied significantly amongst gender and age group (P < .05).

CONCLUSION

The students demonstrated a good understanding of research project. The perceived level of preparedness to undertake the project was low but significantly higher in male and older age groups.