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Related Experiment Video

Updated: Apr 10, 2026

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Factors Influencing Seminar Learning and Academic Achievement.

Annemarie Spruijt, Jimmie Leppink, Ineke Wolfhagen

    Journal of Veterinary Medical Education
    |June 16, 2015
    PubMed
    Summary
    This summary is machine-generated.

    Student achievement in veterinary seminars is primarily linked to prior academic performance and the quality of group interaction. Optimizing teacher performance and seminar content can enhance the learning process.

    Keywords:
    academic achievementgroup interactioninteractive learningmultilevel analysissmall group learningstudent preparationteaching performance

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    Area of Science:

    • Veterinary Education
    • Educational Psychology

    Background:

    • Seminars are a common interactive learning format in veterinary curricula.
    • Understanding factors influencing student success in seminars is crucial for optimizing educational strategies.

    Purpose of the Study:

    • To investigate relationships between key factors in the seminar learning process.
    • To determine how these factors and prior achievement influence student scores.

    Main Methods:

    • A 57-item seminar evaluation questionnaire (USEME) was administered to 988 veterinary students across 80 seminars.
    • Principal factor analysis and multilevel regression were used to analyze data from 410 questionnaires.

    Main Results:

    • Four factors influencing seminar learning were identified: teacher performance, seminar content, student preparation, and interaction opportunities.
    • Teacher performance, seminar content, and group interaction showed strong correlations.
    • Prior achievement scores and, to a lesser extent, group interaction significantly predicted student achievement.

    Conclusions:

    • Prior academic achievement is the strongest predictor of student success in veterinary seminars.
    • While group interaction plays a role, enhancing teacher performance and seminar content may further optimize learning.
    • Further research, potentially experimental, is needed to explore the relationship between these factors and assessment methods.