How do veterinary students' motivation and study practices relate to academic success?

Analysis of participation rates in Poll Everywhere questions and academic performance in a veterinary biochemistry and metabolism course

The objective of the present study was to investigate whether class participation correlates with academic performance in a biochemistry and metabolism course for first-year veterinary school students. To increase engagement in this course, students had the opportunity to answer Poll Everywhere questions during many lectures in the course. These questions were mainly in multiple-choice format and delivered to students at various times (beginning, middle, and end) during the class. We compared students who earned A, B, or C grades with how often those cohorts participated in the Poll Everywhere questions. The results indicate that students who earned an A in the course have statistically significant higher participation in Poll Everywhere questions compared with students who earned a B or a C. The results do not distinguish between students who attended the lecture in person and those who watched the live stream, since remote students could answer the Poll Everywhere questions during class time. The results demonstrate an association between class participation and academic performance.NEW & NOTEWORTHY Many professional schools (medical, dental, and veterinary) routinely record most lectures and do not require attendance. Although lecture recordings may provide a valuable study tool for students, these results suggest that students who do not actively engage with class material miss an opportunity to maximize learning.

Relationships between psychological characteristics, academic fit and engagement with academic performance in veterinary medical students

BACKGROUND

Recognition of the factors that influence academic performance in university students constitutes one of the key objectives of education researchers. Few studies have been conducted in this sphere in relation to veterinary students; however, considering the high levels of depression, anxiety symptoms, and decreased life satisfaction revealed in recent literature for this demographic, understanding these factors is of great importance. Moreover, the literature on veterinary education has mostly focused on cognitive factors as antecedents to academic performance, while very little attention has been directed toward personal characteristics.

METHODS

The present cross-sectional study aims to investigate the relationships between psychological characteristics (internal locus of control and self-efficacy), academic fit, well-being (engagement and exhaustion), and academic performance (average grade) among veterinary students. The study was conducted in the Department of Veterinary Sciences at the University of Turin between September 2021 and January 2022 involving 231 students.

RESULTS

The results of the Structural Equation Model confirmed a positive relationship between both internal locus of control and self-efficacy and academic fit, which in turn showed a positive relationship with engagement and a negative relationship with exhaustion. Finally, a significant positive relationship between engagement and academic performance was highlighted. Indirect effects were also significant, confirming the mediating role of academic fit and engagement.

CONCLUSIONS

The study contributes to the literature by demonstrating the direct and indirect relationships among the variables selected in a sample group of veterinary students. These findings provide information for practical interventions that could support the academic experience and prospects of veterinary students by improving their psychological parameters and well-being.

Examining the Motivational Climate and Student Effort in Professional Competency Courses: Suggestions for Improvement

The attainment of professional competencies leads to essential skills for successful and employable veterinarians. However, the inclusion of professional competencies in veterinary curricula is often underdeveloped, and it is sometimes less appreciated by students than the science/technical skill curricula. The aim of this study was to better understand students' motivation within professional competency courses (PC courses) by (a) comparing students' motivational perceptions in PC courses to those in science/technical skill courses (ST courses), (b) determining the extent to which students' motivational perceptions predict their course effort, and (c) identifying teaching strategies that could be used to improve PC courses. Participants included students from eight courses enrolled in their first or second year of a veterinary college at a large land-grant university in the United States. A partially mixed concurrent dominant status research design was used to collect quantitative and qualitative data. Students completed closed- and open-ended survey items regarding their effort and the motivational climate in their courses. Compared to ST courses, students put forth less effort in PC courses; rated PC courses lower on empowerment, usefulness, and interest; and had higher success expectancies in PC courses. Although students' perceptions of empowerment, usefulness, interest, and caring were significantly correlated with their effort, interest was the most significant predictor of effort in both PC and ST courses. Based on students' responses to the open-ended questions, specific motivational strategies are recommended to increase students' effort in PC courses, such as intentionally implementing strategies to increase students' interest and perceptions of usefulness and empowerment.

Professional Skills Teaching within Veterinary Education and Possible Future Directions

Once ignored for their potential to take up precious time within the veterinary curriculum at the expense of hard science and technical competencies, professional skills such as ethical conduct, professional conduct, and communication skills are now considered essential in the creation of successful and employable graduates. Despite the requirement to include professional skills in veterinary curricula, limited communication among colleges and inconsistent documentation of curricular developments have led to a wide range of teaching and assessment methods with no consistent standards existing among colleges. Integration of professional competency teaching into the general curriculum is lauded widely, but barriers such as faculty buy-in have kept many colleges from moving toward a standard in which professional competencies are integrated into the general curriculum. The aim of this article is to provide veterinary educators and curriculum designers with an understanding of the rationale for including professional skills teaching within the curriculum while also presenting currently used, as well as recommended, strategies for effective instruction of professional skills.

Qualitative Research in Veterinary Medical Education: Part 1-Principles of Qualitative Design

Qualitative methodologies are relative newcomers to health sciences education research. While they may look very different to their quantitative counterparts in terms of size and scope, when well-applied they offer a fresh perspective and generate valuable research findings. Although qualitative research is being increasingly conducted in veterinary medical education, there are few contextualized resources to assist those who would like to develop their expertise in this area. In this article, we address this by introducing the principles of qualitative research design in a veterinary medical education context. Drawing from a range of contemporary resources, we explore the types of research goals and questions that are amenable to qualitative inquiry and discuss the process of formulating a worthwhile research question. We explain what research paradigms are and introduce readers to some of the methodological options available to them in qualitative research. Examples from veterinary medical education are used to illustrate key points. In a second companion article, we will focus on the decisions that need to be made regarding data sampling, collection, and analysis. We will also consider how qualitative research is evaluated, and discuss how qualitative findings are applied. Taken together, the two articles build an understanding of qualitative research, illuminate its potential to contribute to the scholarship of teaching and learning in veterinary medical education, and equip readers with an improved capacity to appraise its value.

Comparison of Self-Directed and Instructor-Led Practice Sessions for Teaching Clinical Skills in Food Animal Reproductive Medicine

While the use of simulator-based clinical skill training has become increasingly popular in veterinary education in recent years, little research has been done regarding optimal implementation of such tools to maximize student learning in veterinary curricula. The objective of this study was to compare the effects of supervised and unsupervised deliberate practice on clinical skills development in veterinary medicine students. A total of 150 veterinary students took part in instructor-led practice (supervised) or self-directed practice (unsupervised) at a selection of four learning stations in a veterinary skills laboratory. Each learning station consisted of a teaching simulator, materials required to complete the task, and a standard operating procedure detailing how to execute the task. Students used Likert scales to self-evaluate their clinical skills before and after practice sessions, in addition to evaluating their motivation to practice a given task. An objective structured clinical examination (OSCE) was used to compare participants' clinical skills performance between learning stations. We were able to show that practice had a significant positive effect on OSCE scores at three out of six available learning stations. Motivation ratings varied between learning stations and were positively correlated with an increase in self-perceived clinical skills. At an instructor-to-student ratio of approximately 1:8, supervision had no effect on OSCE scores at four out of six learning stations. At the remaining two learning stations, self-directed practice resulted in better learning outcomes than instructor-led practice.

Students' Engagement in and Perceptions of Blended Learning in a Clinical Module in a Veterinary Degree Program

Blended learning has received much interest in higher education as a way to increase learning efficiency and effectiveness. By combining face-to-face teaching with technology-enhanced learning through online resources, students can manage their own learning. Blended methods are of particular interest in professional degree programs such as veterinary medicine in which students need the flexibility to undertake intra- and extramural activities to develop the range of competencies required to achieve professional qualification. Yet how veterinary students engage with blended learning activities and whether they perceive the approach as beneficial is unclear. We evaluated blended learning through review of student feedback on a 4-week clinical module in a veterinary degree program. The module combined face-to-face sessions with online resources. Feedback was collected by means of a structured online questionnaire at the end of the module and log data collected as part of a routine teaching audit. The features of blended learning that support and detract from students' learning experience were explored using quantitative and qualitative methods. Students perceived a benefit from aspects of face-to-face teaching and technology-enhanced learning resources. Face-to-face teaching was appreciated for practical activities, whereas online resources were considered effective for facilitating module organization and allowing flexible access to learning materials. The blended approach was particularly appreciated for clinical skills in which students valued a combination of visual resources and practical activities. Although we identified several limitations with online resources that need to be addressed when constructing blended courses, blended learning shows potential to enhance student-led learning in clinical courses.

Predictive Value of Three Different Selection Methods for Admission of Motivated and Well-Performing Veterinary Medical Students

In search for valid and reliable selection methods that predict applicants' study motivation and academic performance during the 3-year bachelor's program at the Dutch Faculty of Veterinary Medicine (FVM), this study aimed to (1) examine the predictive value of the three FVM selection methods for study motivation and academic performance (i.e., direct admission and weighted lottery based on secondary school grade point average [GPA], and selection based on non-cognitive criteria), and (2) examine whether type and level of study motivation could be of value regarding selection of well-performing students. Data from two cohorts at the FVM (n = 186) were obtained, including mean summed scores on study motivation (using the Academic Motivation Scale [AMS] and additional items) and several academic outcome measures; among others, analyses of covariance (ANCOVA) were performed to examine differences between the three admission groups. Spearman's correlations and linear regression were applied to examine the relationship between study motivation and academic performance. Lottery-admitted students demonstrated a stronger extrinsic motivation than selected students (p < .05). Directly admitted students outperformed students from the other two admission groups on several academic outcome measures (p < .05). Only the level of motivation was related to academic performance (p < .05). According to the results, direct admission based on a high secondary school GPA in particular has predictive value for good academic performance during the 3-year bachelor's program of the veterinary course. The type of motivation seems to be of no value regarding selection of well-performing students, whereas level of motivation might be a useful criterion for this purpose.

The Challenges and Issues of Undergraduate Student Retention and Attainment in UK Veterinary Medical Education

Student retention and attainment has recently been identified as a key area for development in veterinary medical education enquiry. Woodfield's research on retention and attainment across the UK disciplines has yielded some unique information about the challenges and issues of students who study veterinary medicine and related subjects. The present literature review aims to expand on Woodfield's findings and explain important issues about retention and attainment across veterinary medicine. Overall, the subject of retention and attainment in undergraduate veterinary medical education needs a great deal more empirical attention, such as data on the retention and attainment of mature and widening access students, and the effects of students being placed at remote locations during their studies. Our findings also cover some unsurprising issues: the dominance of women in a profession that is principally lead by men, the underrepresentation of black and minority ethnic (BME) students in veterinary medicine, and the effects of content overload in the veterinary medical curriculum. Based on data gathered by Woodfield and our investigation of the scholarly and gray literatures, we offer an overview of gaps in current knowledge and recommendations for further research.

Teaching Tip-Studying to Become a Veterinarian: A Course for Student Support

During the last decade, concerns over veterinary students' stress have been expressed in several studies, and the need for student support has become evident. In addition, the importance of professional and personal identity development in veterinary curricula has been widely recognized. There is a need to integrate academic and professional skills instruction with training in personal-life balance. Even though tools for student support and stress management exist within universities, reports on active and creative practices in veterinary education are scarce. We report here a course that has been organized twice as an optional part of veterinary studies to provide students with tools for everyday life and personal development toward a future veterinary career. Students defined their own learning objectives in this course, and they reported having received tools and knowledge especially for time management and stress control. The course gave the students an opportunity to step back from their busy schedules, think over their lives and actions, and even take concrete actions that have a positive effect on their well-being. The rich qualitative material collected during the pilot course has been used not only for developing the course further but also for development of the mandatory curriculum.

Veterinary students' perceptions of their learning environment as measured by the Dundee Ready Education Environment Measure

BACKGROUND

The Dundee Ready Education Environment Measure (DREEM) has been widely used to evaluate the learning environment within health sciences education, however, this tool has not been applied in veterinary medical education. The aim of this study was to evaluate the reliability and validity of the DREEM tool in a veterinary medical program and to determine veterinary students' perceptions of their learning environment.

METHODS

The DREEM is a survey tool which quantitatively measures students' perceptions of their learning environment. The survey consists of 50 items, each scored 0-4 on a Likert Scale. The 50 items are subsequently analysed within five subscales related to students' perceptions of learning, faculty (teachers), academic atmosphere, and self-perceptions (academic and social). An overall score is obtained by summing the mean score for each subscale, with an overall possible score of 200. All students in the program were asked to complete the DREEM. Means and standard deviations were calculated for the 50 items, the five subscale scores and the overall score. Cronbach's alpha was determined for the five subscales and overall score to evaluate reliability. Confirmatory factor analysis was used to evaluate construct validity.

RESULTS

224 responses (53%) were received. The Cronbach's alpha for the overall score was 0.93 and for the five subscales were; perceptions of learning 0.85, perceptions of faculty 0.79, perceptions of atmosphere 0.81, academic self-perceptions 0.68, and social self-perceptions 0.72. Construct validity was determined to be acceptable (p < 0.001) and all items contributed to the overall validity of the DREEM. The overall DREEM score was 128.9/200, which is a positive result based on the developers' descriptors and comparable to other health science education programs. Four individual items of concern were identified by students.

CONCLUSIONS

In this setting the DREEM was a reliable and valid tool to measure veterinary students' perceptions of their learning environment. The four items identified as concerning originated from four of the five subscales, but all related to workload. Negative perceptions regarding workload is a common concern of students in health education programs. If not addressed, this perception may have an unfavourable impact on veterinary students' learning environment.

Validation of a psychometric instrument to assess motivation in veterinary bachelor students

There are indications that motivation correlates with better performance for those studying veterinary medicine. To assess objectively whether motivation profiles influence both veterinary students' attitudes towards educational interventions and their academic success and whether changes in curriculum can affect students' motivation, there is need for an instrument that can provide a valid measurement of the strength of motivation for the study of veterinary medicine. Our objectives were to design and validate a questionnaire that can be used as a psychometric scale to capture the motivation profiles of veterinary students. Question items were obtained from semi-structured interviews with students and from a review of the relevant literature. Each item was scored on a 5-point scale. The preliminary instrument was trialed on a cohort of 450 students. Responses were subjected to reliability and principal component analysis. A 14-item scale was designed, within which two factors explained 53.4% of the variance among the items. The scale had good face, content, and construct validities as well as a good internal consistency (Cronbach's alpha=.88).

Relationships between learning strategies, stress, and study success among first-year veterinary students during an educational transition phase

We investigated the relationships between stress, learning strategies, and study success among first-year veterinary students at the very beginning of their veterinary studies. The study was carried out during the first course on macroscopic anatomy (osteology), which students have in the past found to be exceptionally stressful. Students (N=45) completed a questionnaire concerning their self-reported views on stress and learning strategies, which were compared with their self-reported written-test scores. Participants who had previously gained university credits did not have significantly better test scores, but they achieved the learning goals with significantly less stress than other participants. Previous experience of university study helped students not only to adjust to a new type of course content and to achieve the learning goal of the osteology course, but also to cope with the stress experienced from taking concurrently running courses. Of the respondents who specifically named factors relating to self-regulation and modification of their learning strategy, all had gained prior credits. These students were able to use their study time efficiently and adjust their schedules according to the course demands.