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Impact of COVID‐19 on student attainment and pedagogical needs when undertaking independent scientific research
Research is often an essential component of completing a veterinary medicine degree, with universities worldwide aiming to teach students a variety of techniques and general research comprehension and skills. As universities worldwide navigated the COVID‐19 pandemic, it was often necessary to move t...
Autores principales: | , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
John Wiley and Sons Inc.
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9349675/ https://www.ncbi.nlm.nih.gov/pubmed/35869816 http://dx.doi.org/10.1111/ahe.12842 |
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author | Jeyapalan, Jennie N. James, Victoria. Gardner, David S. Lothion‐Roy, Jennifer H. Mongan, Nigel P. Rutland, Catrin Sian |
author_facet | Jeyapalan, Jennie N. James, Victoria. Gardner, David S. Lothion‐Roy, Jennifer H. Mongan, Nigel P. Rutland, Catrin Sian |
author_sort | Jeyapalan, Jennie N. |
collection | PubMed |
description | Research is often an essential component of completing a veterinary medicine degree, with universities worldwide aiming to teach students a variety of techniques and general research comprehension and skills. As universities worldwide navigated the COVID‐19 pandemic, it was often necessary to move towards distance learning, this was employed for the research module at The University of Nottingham, School of Veterinary Medicine and Science. Following completion of their independent research project, each student cohort was sent a student evaluation of the module questionnaire and quantitative and qualitative analysis was undertaken. In addition, assessment outcomes based on dissertation grade, supervisor grade and overall module score were analysed quantitatively. This was conducted on both the individual cohorts and between the pre‐ and peri‐pandemic groups, ranging from 2017–2018 through to 2021–2022 cohorts. The students received increased dissertation and supervisor grades (by nearly 6%) during the 2021–2022 peri‐pandemic cohort, when compared to the pre‐pandemic cohorts, but did differ significantly compared to the 2020–2021 cohort. The pre‐ and peri‐pandemic Likert‐scale ratings for module organisation and assessment criteria were similar, workload management and the ability to explore concepts and ideas was reduced in the peri‐pandemic cohorts, whereas the accessibility to resources was increased in the peri‐pandemic students compared to those taught prior to the pandemic. Student feedback can provide essential information when designing and managing research projects and when compared to assessment grades it can help us understand attainment, essential information when providing a quality university level education whilst supporting student welfare following the COVID‐19 pandemic. |
format | Online Article Text |
id | pubmed-9349675 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | John Wiley and Sons Inc. |
record_format | MEDLINE/PubMed |
spelling | pubmed-93496752022-08-04 Impact of COVID‐19 on student attainment and pedagogical needs when undertaking independent scientific research Jeyapalan, Jennie N. James, Victoria. Gardner, David S. Lothion‐Roy, Jennifer H. Mongan, Nigel P. Rutland, Catrin Sian Anat Histol Embryol Original Articles Research is often an essential component of completing a veterinary medicine degree, with universities worldwide aiming to teach students a variety of techniques and general research comprehension and skills. As universities worldwide navigated the COVID‐19 pandemic, it was often necessary to move towards distance learning, this was employed for the research module at The University of Nottingham, School of Veterinary Medicine and Science. Following completion of their independent research project, each student cohort was sent a student evaluation of the module questionnaire and quantitative and qualitative analysis was undertaken. In addition, assessment outcomes based on dissertation grade, supervisor grade and overall module score were analysed quantitatively. This was conducted on both the individual cohorts and between the pre‐ and peri‐pandemic groups, ranging from 2017–2018 through to 2021–2022 cohorts. The students received increased dissertation and supervisor grades (by nearly 6%) during the 2021–2022 peri‐pandemic cohort, when compared to the pre‐pandemic cohorts, but did differ significantly compared to the 2020–2021 cohort. The pre‐ and peri‐pandemic Likert‐scale ratings for module organisation and assessment criteria were similar, workload management and the ability to explore concepts and ideas was reduced in the peri‐pandemic cohorts, whereas the accessibility to resources was increased in the peri‐pandemic students compared to those taught prior to the pandemic. Student feedback can provide essential information when designing and managing research projects and when compared to assessment grades it can help us understand attainment, essential information when providing a quality university level education whilst supporting student welfare following the COVID‐19 pandemic. John Wiley and Sons Inc. 2022-07-23 /pmc/articles/PMC9349675/ /pubmed/35869816 http://dx.doi.org/10.1111/ahe.12842 Text en © 2022 The Authors. Anatomia, Histologia, Embryologia published by Wiley‐VCH GmbH. https://creativecommons.org/licenses/by/4.0/This is an open access article under the terms of the http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited. |
spellingShingle | Original Articles Jeyapalan, Jennie N. James, Victoria. Gardner, David S. Lothion‐Roy, Jennifer H. Mongan, Nigel P. Rutland, Catrin Sian Impact of COVID‐19 on student attainment and pedagogical needs when undertaking independent scientific research |
title | Impact of COVID‐19 on student attainment and pedagogical needs when undertaking independent scientific research |
title_full | Impact of COVID‐19 on student attainment and pedagogical needs when undertaking independent scientific research |
title_fullStr | Impact of COVID‐19 on student attainment and pedagogical needs when undertaking independent scientific research |
title_full_unstemmed | Impact of COVID‐19 on student attainment and pedagogical needs when undertaking independent scientific research |
title_short | Impact of COVID‐19 on student attainment and pedagogical needs when undertaking independent scientific research |
title_sort | impact of covid‐19 on student attainment and pedagogical needs when undertaking independent scientific research |
topic | Original Articles |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9349675/ https://www.ncbi.nlm.nih.gov/pubmed/35869816 http://dx.doi.org/10.1111/ahe.12842 |
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