An International Survey of Veterinary Students to Assess Their Use of Online Learning Resources

Abstract

Today's veterinary students have access to a wide range of online resources that support self-directed learning. To develop a benchmark of current global student practice in e-learning, this study measured self-reported access to, and use of, these resources by students internationally. An online survey was designed and promoted via veterinary student mailing lists and international organizations, resulting in 1,070 responses. Analysis of survey data indicated that students now use online resources in a wide range of ways to support their learning. Students reported that access to online veterinary learning resources was now integral to their studies. Almost all students reported using open educational resources (OERs). Ownership of smartphones was widespread, and the majority of respondents agreed that the use of mobile devices, or m-learning, was essential. Social media were highlighted as important for collaborating with peers and sharing knowledge. Constraints to e-learning principally related to poor or absent Internet access and limited institutional provision of computer facilities. There was significant geographical variation, with students from less developed countries disadvantaged by limited access to technology and networks. In conclusion, the survey provides an international benchmark on the range and diversity in terms of access to, and use of, online learning resources by veterinary students globally. It also highlights the inequalities of access among students in different parts of the world.

Impact of veterinary students' preparation and learning strategies on academic success in a flipped swine medicine course

“…This finding aligns with previously published literature. [7] When students prepared for the course did not impact their academic success but having dedicated time blocked in their schedule was deeply appreciated, especially by students who used the hours to take care of their mental health. A recent survey has shown that around a third of veterinary students participating had clinical levels of depression or anxiety.…”

“…[6] More than 80% of the veterinary students surveyed by Gledhill et al responded that online quizzes provide a useful opportunity for their self-directed learning. [7] Research also suggests that veterinary instructors believe flipped classroom techniques can encourage students' preparation and self-directed learning in addition to improving students' examination preparation. However, the same instructors also recognize that students' lack of engagement with the material or in class as well as their resistance to this new model of teaching can be strong barriers to the success of the flipped method.…”

“…As a result, it is predictable that more than 80% of veterinary students surveyed internationally agreed or strongly agreed that learning from multimedia enhanced their learning. [7] In conclusion, flipped teaching techniques can be successful within health science education provided that instructors are mindful of the time commitment expected of their students to prepare before class and that supporting resources are selected to best prepare students in that expected study time. Sparse information is available in the realm of veterinary education regarding how students prepare for a flipped classroom, what type of resources they favor, the learning strategies they use, and if their learning organization affects their academic success.…”

Students' Experiences of Seeking Web-Based Animal Health Information at the Ontario Veterinary College: Exploratory Qualitative Study

“…One qualitative study reported that upper-year Australian veterinary students’ primary source of stress came from IO [41], although information from the internet was not explicitly mentioned. Given that veterinary students today have ready access to the internet for animal health information [44], similar to their medical counterparts, veterinary students may also be at risk of HIO. Previous research shows that vast volumes of information may be a predisposing factor to HIO for postsecondary students with internet access [45] and potentially for veterinary students who reported searching for content using Google to support their studies [44].…”

“…Given that veterinary students today have ready access to the internet for animal health information [44], similar to their medical counterparts, veterinary students may also be at risk of HIO. Previous research shows that vast volumes of information may be a predisposing factor to HIO for postsecondary students with internet access [45] and potentially for veterinary students who reported searching for content using Google to support their studies [44]. Further research indicates that some veterinary students report their training as a chronic stressor [38], which Laakonen and Nevgi [39] suggest may arise from academic demands such as the overwhelming volumes of information students are expected to learn and assimilate.…”