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Improving Student Engagement in Veterinary Business Studies
Elizabeth Armitage-Chan1, Elizabeth Jackson2
1Department of Clinical Science and Services, Royal Veterinary College, Hawkshead Lane, North Mymms, Hatfield AL9 7TA UK. echan@rvc.ac.uk.
Journal of Veterinary Medical Education
|September 9, 2017
Summary
Veterinary students engaged more with business studies through reflective assignments analyzing workplace experiences. Interactive discussions with peers and professionals enhanced learning and skill integration.
Area of Science:
- Veterinary Education
- Business Studies
- Curriculum Development
Background:
- Veterinary curricula often lack sufficient business and management skills training.
- Industry demands and a competitive job market necessitate these skills for graduates.
- Student engagement in non-clinical subjects can be challenging.
Purpose of the Study:
- To describe a curriculum intervention aimed at improving student engagement in veterinary business studies.
- To analyze the effectiveness of a formative reflective assignment in optimizing workplace learning.
- To understand student engagement levels and behaviors in business learning.
Main Methods:
- A curriculum intervention involving a formative reflective assignment was implemented.
- Students analyzed business practices from external work placements.
- Individual and group reflections were analyzed using thematic analysis.
Main Results:
- Thematic analysis revealed varying depths of student engagement.
- Interactive and social practices, such as discussions with employees and peers, facilitated engagement.
- Engagement enhanced the perceived relevance of business skills and integration with other subjects.
Conclusions:
- A formative reflective assignment can improve student engagement in veterinary business studies.
- Social and interactive learning practices are key to enhancing business education.
- This approach helps integrate business skills with clinical problem-solving and communication.