Veterinary School Instructor Knowledge of Learning Strategies.

Area of Science:

• Cognitive Science
• Educational Psychology
• Veterinary Education

Background:

• Extensive research supports evidence-based learning practices for effective, long-term learning.
• Current research on learning practice awareness primarily focuses on undergraduate students' self-reports.
• Instructor knowledge of evidence-based learning practices is understudied, especially in veterinary education.

Purpose of the Study:

• To survey veterinary instructors' knowledge of evidence-based learning practices.
• To assess instructors' perceptions of learning strategies in various scenarios.
• To identify areas for professional development in veterinary pedagogy.

Main Methods:

• A survey was administered to 355 veterinary instructors.
• Participants were asked about their knowledge of evidence-based learning strategies.
• Instructors rated the value of strategies presented in six learning scenarios.

Main Results:

• Instructors recognized some evidence-based practices (e.g., spacing, self-testing) but also favored unsupported methods (e.g., learning styles).
• The number of evidence-based practices endorsed did not correlate with veterinary program ranking or acceptance rates.
• Instructors favored evidence-based strategies in fewer than half of the evaluated learning scenarios.

Conclusions:

• Veterinary instructors demonstrate a mixed understanding of evidence-based learning practices.
• There is a need for targeted professional development to enhance the implementation of effective learning strategies.
• Priority areas for instructor education include generative activities, spaced practice, cognitive load awareness, and self-regulated learning support.