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Using focus groups to engage veterinary students in course redesign and development.

Jason B Coe1, Tanya Darisi, Tracy Satchell

  • 1Department of Population Medicine, Ontario Veterinary College, ON, Canada. jcoe@ovc.uoguelph.ca

Journal of Veterinary Medical Education
|March 21, 2012
PubMed
Summary

Understanding student perceptions through qualitative methods like focus groups can significantly improve course design. This approach enhances student engagement and learning experiences by informing curriculum development.

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Area of Science:

  • Veterinary Education
  • Curriculum Development
  • Qualitative Research Methods

Background:

  • Student perceptions of teaching quality influence learning approaches.
  • Current course evaluations offer limited insight into student feedback.
  • Qualitative methods are essential for understanding nuanced student experiences.

Purpose of the Study:

  • To explore student perceptions of a veterinary medicine course using focus groups.
  • To inform course redesign based on in-depth student feedback.
  • To enhance student engagement and learning styles in curriculum development.

Main Methods:

  • Conducted focus groups with veterinary students to gather perceptions.
  • Analyzed qualitative data to understand student views on course objectives, format, and content.
  • Utilized findings to redesign the Art of Veterinary Medicine II course.

Main Results:

  • Focus groups provided in-depth understanding of student perceptions.
  • Course redesign informed by student feedback led to improved experiences.
  • Post-redesign evaluations showed notable improvements in student perceptions of course content and format.

Conclusions:

  • Qualitative focus groups are effective for gathering detailed student feedback.
  • Student-centered course redesign can significantly enhance educational quality.
  • Informing curriculum development with student perceptions is crucial for effective learning outcomes.