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Student experiences and perceptions of compulsory research projects: a veterinary perspective
BACKGROUND: Although research underpins clinical work, many students training to be clinicians are not inherently interested in developing research skills. AIM: To characterise and understand veterinary student experiences and perceptions of compulsory research projects. METHODS: This was an explana...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
BMJ Publishing Group
2017
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5729296/ https://www.ncbi.nlm.nih.gov/pubmed/29259785 http://dx.doi.org/10.1136/vetreco-2017-000243 |
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author | Cardwell, Jacqueline M Magnier, Kirsty Kinnison, Tierney Silva-Fletcher, Ayona |
author_facet | Cardwell, Jacqueline M Magnier, Kirsty Kinnison, Tierney Silva-Fletcher, Ayona |
author_sort | Cardwell, Jacqueline M |
collection | PubMed |
description | BACKGROUND: Although research underpins clinical work, many students training to be clinicians are not inherently interested in developing research skills. AIM: To characterise and understand veterinary student experiences and perceptions of compulsory research projects. METHODS: This was an explanatory sequential mixed-methods study, with a questionnaire survey of an entire cohort informing purposive selection for focus group discussions. Student views were triangulated with staff questionnaire data. RESULTS: About a third of the cohort felt that the project had not been worthwhile or had not fostered useful skills. Focus group data analysis identified fragility of motivation and lack of clear schemata for the research process as key themes. Students were easily demotivated by typical research challenges and lack of schemata contributed to a poor understanding of the rationale for the project, encouraging highly extrinsic forms of motivation. Triangulation with staff questionnaire data indicated that staff understood students’ challenges, but were more likely than students to consider it to be a valuable learning experience. CONCLUSIONS: Findings support ongoing curriculum development and emphasise that, to optimise motivation, engagement and learning, students training to be clinicians need a clear rationale for research, based on development of critical inquiry skills as a core clinical competency. |
format | Online Article Text |
id | pubmed-5729296 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2017 |
publisher | BMJ Publishing Group |
record_format | MEDLINE/PubMed |
spelling | pubmed-57292962017-12-19 Student experiences and perceptions of compulsory research projects: a veterinary perspective Cardwell, Jacqueline M Magnier, Kirsty Kinnison, Tierney Silva-Fletcher, Ayona Vet Rec Open Education BACKGROUND: Although research underpins clinical work, many students training to be clinicians are not inherently interested in developing research skills. AIM: To characterise and understand veterinary student experiences and perceptions of compulsory research projects. METHODS: This was an explanatory sequential mixed-methods study, with a questionnaire survey of an entire cohort informing purposive selection for focus group discussions. Student views were triangulated with staff questionnaire data. RESULTS: About a third of the cohort felt that the project had not been worthwhile or had not fostered useful skills. Focus group data analysis identified fragility of motivation and lack of clear schemata for the research process as key themes. Students were easily demotivated by typical research challenges and lack of schemata contributed to a poor understanding of the rationale for the project, encouraging highly extrinsic forms of motivation. Triangulation with staff questionnaire data indicated that staff understood students’ challenges, but were more likely than students to consider it to be a valuable learning experience. CONCLUSIONS: Findings support ongoing curriculum development and emphasise that, to optimise motivation, engagement and learning, students training to be clinicians need a clear rationale for research, based on development of critical inquiry skills as a core clinical competency. BMJ Publishing Group 2017-12-06 /pmc/articles/PMC5729296/ /pubmed/29259785 http://dx.doi.org/10.1136/vetreco-2017-000243 Text en © British Veterinary Association (unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted. This is an Open Access article distributed in accordance with the Creative Commons Attribution Non Commercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited and the use is non-commercial. See: http://creativecommons.org/licenses/by-nc/4.0/ |
spellingShingle | Education Cardwell, Jacqueline M Magnier, Kirsty Kinnison, Tierney Silva-Fletcher, Ayona Student experiences and perceptions of compulsory research projects: a veterinary perspective |
title | Student experiences and perceptions of compulsory research projects: a veterinary perspective |
title_full | Student experiences and perceptions of compulsory research projects: a veterinary perspective |
title_fullStr | Student experiences and perceptions of compulsory research projects: a veterinary perspective |
title_full_unstemmed | Student experiences and perceptions of compulsory research projects: a veterinary perspective |
title_short | Student experiences and perceptions of compulsory research projects: a veterinary perspective |
title_sort | student experiences and perceptions of compulsory research projects: a veterinary perspective |
topic | Education |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5729296/ https://www.ncbi.nlm.nih.gov/pubmed/29259785 http://dx.doi.org/10.1136/vetreco-2017-000243 |
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