Developments in Veterinary Medical Education : Intentions, perceptions, learning processes and outcomes

Abstract

The past decennia, veterinary medical education worldwide has gone through some rapid and major developments. Motivation for these developments were, among others, the explosion of (bio) medical knowledge, the related problem of curriculum overload and the mismatch between university and the veterinary profession to which alumni missed competencies essential for future (economic) career success. The developments in veterinary medical education can be characterised by a transition from mostly teacher centred education towards more student centred education and by more attention being paid in curricula for generic competency training, such as academic/ scientific, communication and business skills. The research conducted in this thesis aimed at gaining more knowledge and insight into veterinary curriculum developments. The central question was how students, teachers and alumni of the Faculty of Veterinary Medicine, Utrecht University, the Netherlands have experienced their student centred curriculum with substantial attention to education in generic competencies. Studies in this thesis focus on seminar leaning, the research internship and preparation for professional practice. Specific research questions, to help answer the main question, were formulated: 1. How are different elements of student-centred learning and the acquisition of generic competencies incorporated in the new curriculum design? 2. What are students’ and teachers’ experiences with seminar group learning? What happens during seminar group sessions? Which factors affect learning in this environment? 3. What are students’ experiences with the research internship? What are the strengths and weaknesses of students’ research reports? Which factors affect learning in this environment? 4. What are alumni’s experiences with the curriculum they completed and how well do they think it has prepared them for professional practice? The studies were conducted from process-directed and outcome-directed perspectives by use of a variety of research methods and resources, such as document analysis, development of an assessment instrument, questionnaire surveys to examine students’, teachers’ and alumni’s perceptions and experiences, and observational techniques to explore students’ and teachers’ behaviour in a group learning environment. The results show that the design of the newly developed curricula shows aspects of student centred education. However, a clear educational vision and assessment methods receive relatively less attention. The other studies show that both matches and mismatches exist between what was intended with the curricula and what actually happened in the curricula and how it was experienced. The seminars were less interactive than intended; not much interaction existed and both students and teachers had mixed feelings about the value of interaction within seminars. The research internship was highly appreciated by veterinary students. The quality of the supervision and the social and intellectual climate appeared to be crucial factors influencing students’ learning during the internship. The research reports, as an outcome measurement, reflected on the competency levels of the students and both strengths and weaknesses of the reports could be identified. Research further showed that alumni of the newly developed curriculum felt better prepared for practice both for specific and generic competencies although they also experienced lacks in their training, especially practical skills, communication skills and business management skills.