Defining Learning Communities in the Veterinary Medicine Curriculum

Area of Science:

• Veterinary Education
• Collaborative Learning
• Educational Psychology

Background:

• Learning communities (LCs) are recognized high-impact educational practices.
• Existing research on LCs primarily focuses on high school and undergraduate levels.
• The structure of LCs in veterinary professional programs requires definition to explore potential benefits.

Purpose of the Study:

• To define the structural characteristics of an ideal learning community for veterinary students.
• To gather student perspectives on the optimal composition and function of veterinary LCs.

Main Methods:

• A survey instrument was developed and administered to veterinary students at Iowa State University College of Veterinary Medicine (2019-2020).
• The survey included qualitative and quantitative questions on demographics, prior experiences, and ideal LC structure.
• Qualitative responses were analyzed for recurring themes using an established coding system.

Main Results:

• Significant correlations were found between LC preferences and factors like prior LC participation, age, and gender identity.
• Ideal LC characteristics include student selection, faculty mentorship, and a focus on coursework with social elements.
• Veterinary students prefer smaller LCs (fewer than seven members), composed of friends, meeting during and after class, and being diverse.

Conclusions:

• The study defines key structural elements for effective learning communities in veterinary education.
• Findings provide a foundation for implementing and researching LCs in veterinary curricula.
• Student-defined preferences highlight the importance of peer interaction, mentorship, and a balanced academic-social focus.