Changing Perceptions of Veterinary Undergraduates to Module Re-Structuring as They Progress Through the Curriculum

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.