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Research Projects in the Core Curriculum: Do Supervisor and Student Perceptions Align?

Susan Margaret Rhind1, Darren J Shaw1, Lisa Y Pang1

  • 1Royal (Dick) School of Veterinary Studies, University of Edinburgh, Roslin, Midlothian, EH25 9RG.

Journal of Veterinary Medical Education
|January 26, 2026
PubMed
Summary
This summary is machine-generated.

Veterinary students

Keywords:
competencescurriculumresearch

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Area of Science:

  • Veterinary Medical Education
  • Curriculum Development
  • Research Competencies

Background:

  • Medical and veterinary curricula increasingly integrate research to foster evidence-based medicine understanding.
  • A long-standing student research component exists within a veterinary program.

Purpose of the Study:

  • To analyze research project themes and locations over 14 years.
  • To explore faculty and student perceptions of gained competencies and challenges.
  • To align findings with veterinary core competencies.

Main Methods:

  • Surveys distributed to final-year veterinary students and their supervisors.
  • Utilized Likert scale items for statistical analysis and free-text for thematic coding.
  • Achieved 32% student and 46% supervisor completion rates.

Main Results:

  • Research projects enhance core competencies; students noted self-awareness, supervisors emphasized report writing and critical appraisal.
  • Students identified challenges including supervisor communication, time management, and idea generation.
  • Discrepancies exist between student and supervisor views on competence development and project value.

Conclusions:

  • Research projects are valuable for developing key veterinary competencies.
  • Addressing communication and time management challenges can optimize student research experiences.
  • Aligning faculty and student perceptions is crucial for effective curriculum interventions.