Impact of Veterinary Students’ Preparation and Learning Strategies on Academic Success in a Flipped Swine Medicine Course
2020-03
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Impact of Veterinary Students’ Preparation and Learning Strategies on Academic Success in a Flipped Swine Medicine Course
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2020-03
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Education in the Health Professions journal
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Article
Abstract
Background: Flipped teaching techniques have been gaining popularity in veterinary curricula. These methods of teaching are shown to
increase students’ engagement, promote students’ self-directed learning, and can even improve their academic success. One barrier to their
implementation, however, is the preparation time required by instructors to be ready to participate in active-learning activities in the classroom.
Aims and Objectives: This article describes how 3rd‑year veterinary students prepare for a flipped classroom and if their learning strategies would
influence their academic success. Results: Ninety‑five percent (n = 87) of the students enjoyed the flipped course and the resources provided
by the instructor. Seventy‑five percent of students (n = 69) used the time blocked‑off on their calendar to prepare for this course or to study for
another one. The most student‑used resources were the instructor‑developed e‑book and short recapitulative videos(98% and 61%, respectively).
Students who emphasized critical thinking and effort regulation as their learning strategies were the most successful on their final examination.
Conclusion: Flipping the course without adding to student’s workload was a challenge and remained a main barrier to implementation.
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10.4103/EHP.EHP_32_19
Previously Published Citation
Zhitnitskiy PE. Impact of veterinary students’ preparation and learning strategies on academic success in a flipped swine medicine course. Educ Health Prof 2020;3:8-15.
Suggested citation
Zhitnitskiy, Perle E. (2020). Impact of Veterinary Students’ Preparation and Learning Strategies on Academic Success in a Flipped Swine Medicine Course. Retrieved from the University Digital Conservancy, 10.4103/EHP.EHP_32_19.
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