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Related Experiment Video

Updated: Jun 8, 2025

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience
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Changing Perceptions of Veterinary Undergraduates to Module Re-Structuring as They Progress Through the Curriculum.

Hanne Jahns1, Joseph P Cassidy1

  • 1Veterinary pathobiology Section, UCD School of Veterinary Medicine, Veterinary Sciences Centre, University College Dublin, Belfield, Dublin 4, D04 W6F6, Ireland.

Journal of Veterinary Medical Education
|November 5, 2024
PubMed
Summary

Student perception of a new veterinary pathobiology module significantly improved over time, with final-year students appreciating its educational value more. This highlights the importance of evaluating curricular changes at multiple stages.

Keywords:
case-based learningcurricular changediagnostic reasoningintegrationpathobiologystudent satisfaction

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Area of Science:

  • Veterinary Medical Education
  • Curriculum Development
  • Pedagogical Innovation

Background:

  • Quality assurance in veterinary education requires evaluating student and faculty opinions on curricular changes.
  • A new integrated module in veterinary pathobiology was introduced early in the curriculum.

Purpose of the Study:

  • To investigate how students' perceived educational value of the veterinary pathobiology module changes as they progress through their training.
  • To assess student satisfaction and understanding of the module's learning objectives at different educational stages.

Main Methods:

  • Anonymous questionnaires were administered to two sequential final-year veterinary student cohorts (2021 and 2022).
  • Students were previously surveyed on the module immediately after its completion in their third year.
  • Data were analyzed to compare perceptions between third-year and final-year students.

Main Results:

  • Student satisfaction with the module's learning objectives significantly increased within two years.
  • Final-year students demonstrated a clearer appreciation for how the pedagogical innovation, particularly case-based learning, enhanced their education.
  • Faculty noted no significant change in overall student performance, potentially influenced by COVID-19 disruptions.

Conclusions:

  • An integrated curricular intervention in veterinary undergraduate education can have a positive effect.
  • Evaluating student perceptions at multiple time points is crucial for understanding the long-term impact of curricular changes.
  • Student appreciation of new modules is linked to their evolving experience and expectations within the veterinary program.