Students’ first impressions of

a new curriculum with increased self-directed learning Vicki H.M. Dale, Stan D. Head & Stephen A. Mayvdale@rvc.ac.uk

AMEE 2008

BVetMed pre -2007

Traditional Flexnerian curriculum

Little clinical relevance in early years

Limited vertical or horizontal integration

Overgrown curriculum, emphasis on rote memorisation leading to surface learning

Didactic, lecture-intensive Teacher as expert

BVetMed 2007-8

Emphasis on self-directed learning Considerable reduction in lectures Directed Learning classes, personal study,

tutorials, MCQs Increased subject integration Clinical relevance from day one Professional skills (essential graduate

attributes) Outcome-based Teacher as facilitator (and expert)

Questionnaire (7 factors)

1 - Directed learning

2 - Private study

3 - Practical classes

4 - Tutors and tutorials

5 - Learning objectives and assessment

6- Timetabling

7 - Self-assessment (MCQs & TurningPoint)

1 – Directed learning

“Good but need better feedback and better direction from staff.”

“Good most of the time, but some seem pointless if we don't get feedback as we can't know what's right or wrong otherwise”

T1 T2 T3 KW ANOVA

DLs help me to attain my learning objectives

3 2 2 p<0.001***

Participation in DLs positively influences my approach to study

4 3 2 p<0.001***

medians

2 – Private study

“It would be good to know exactly what to do. I know in Uni you are supposed to take charge of your own learning but it is hard as it is such a sudden jump from A level where they tell you everything you need to do.”

T1 T2 T3 KW

ANOVA

I am able to manage my personal study time effectively

3 4 4 p=0.104NS

By the end of the week I have done enough personal study to meet the week’s learning objectives

3 3 2.5 p=0.002**

medians

3 – Practical classes

“Dissection practicals and lab practicals are well placed in the lecture week and help put what we have learnt into context.”

T1 T2 T3 KW

ANOVA

I am satisfied with the practicals 4 4 4 p=0.608

There are adequate staff numbers to help me

4 4 4 p=0.414

medians

4 – Tutorials and tutors

“Tutor doesn't seem to know what their role is and tutorial topics seem unrelated.”

“I don't understand what they are for and how to get the best out of them.”

T1 T2 T3 KW ANOVA

Tutorial sessions are a waste of time 3 3 3 p=0.740

Tutors provide appropriate feedback on submitted written work

3 2 2 p<0.001

medians

5 – Learning objectives and assessment

“Not sure where we stand. There is NOT enough direction … I wish the learning objectives were more clearly defined so I could be sure to concentrate on them during private study.”

“Have not been told style of our assessments at Xmas e.g. MCQ, essay?”

T1 T2 T3 KW ANOVA

Learning objectives are clearly stated at the beginning of each week

3 2 2 p=0.012*

Assessment methods are clearly described in the course handbook

3 - - -

medians

6 – Timetabling

“Originally a little disorganised but better now.”

T1 T2 T3 KW ANOVA

I know when all my classes are scheduled to take place

4 4 4 2 4 4 4 4 5 p<0.001

I know where all my classes are scheduled to take place

3 4 4 3 4 4 4 4 4.75 p<0.001

1st quartiles medians 3rd quartiles

7 – Self-assessment (MCQs & TP)

“LOVE MCQ'S - help learning, revising etc.”

“[TP] Not used very often but is useful to test knowledge at start/end of lecture. Would be beneficial to use it more. Encourages you to think about the topic and question lecture content.”

T1 T2 T3 KW ANOVA

The timetabled weekly MCQ sessions aid my learning

4 4 4 0.146

The lecturers use TurningPoint in a meaningful way

3 - - -

medians

Professional skills

Teamwork, communication skills, personal development planning, note-taking, learning styles …

“Waste of time” / “Patronising”

“Pointless in years 1+2, we are here initially to become well acclimated with principles of medicine, anatomy, physiology.”

“Some pointless but I understand that it all ties in. Very useful and breaks the week nicely. It is good to prepare for the whole job.”

They also said …

“DL's a brilliant way of linking in clinical cases.”

“The course enables you to understand how the molecular biology interacts with the whole system and how the different systems interact with each other.”

“Lectures, practicals, dissections and DLs work together to consolidate learning.

“I enjoy the hands-on aspects and am looking forward to EMS placements.”

Summary of students’ first impressions

Lack of feedback/direction in tutorials & DLs Difficulty managing personal study Lack of guidance re: assessments Some timetabling issues (largely resolved) Professional skills largely perceived as not relevant Ratings not generally improved throughout the year

Survey provided some very positive feedback on course, but certain issues were perceived:

Recommendations

Need to structure (‘scaffold’) students learning rather than expecting them to be automatically independent:

“Scaffolds are forms of support provided by the teacher (or another student) to help students bridge the gap between their current abilities and the intended goal … Scaffolding gradually decreases as the learning process unfolds and students become proficient.”

(Rosenshine and Meister 1992)

Maximum transparency to students Professional skills in context Support for staff re: facilitating and providing feedback

Contact

Vicki Dale

The LIVE Centre

The Royal Veterinary College

vdale@rvc.ac.uk

www.live.ac.uk

Expert panel members in Delphi study (questionnaire) Prof. John T.E. Richardson (Open University) &

Dr. Sean McAleer (Centre for Medical Education, Dundee) advised on factor analysis of questionnaire data

Teachers delivering new curriculum Students who participated in evaluations

Acknowledgements