instilling a research ethos into an undergraduate science programme vicki h.m. dale, donald palmer...
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Instilling a research ethos into an
undergraduate science programme
Vicki H.M. Dale, Donald Palmer & Stephen A. May
Research-Teaching Linkages: Medicine, Dentistry and Veterinary Medicine Edinburgh, 28th January 2008
BSc (Hons) Veterinary Sciences “ Kick start your scientific career”• Three year BSc, introduced 2002• Strong focus on research
• Independent of BVetMed• But also a ‘stepping stone’ to BVetMed
• Year 1: Normal animal (structure & function)• Year 2: Abnormal animal (disease,
clinical aspects)• Years 1 & 2 – scientific methods, projects• Year 3: Choice modules and project dissertation
Hypothesis
• “An exciting and appropriately structured science programme can change the career ambitions of students with previously strong ambitions to be veterinary surgeons”
BSc
Materials and methods
• UCAS admissions data• Choice of courses other than BSc• Qualifications, work experience• Personal statement
• Questionnaire to 101 BSc Veterinary Science graduates (2005 2007)• Ethics approved July 2007• Quantitative (SPSS)• Qualitative (NVivo)
• Interviews with graduates (vets & scientists) and teachers
Results
• 56/101 responses = 55.4%• 2005 (5/11 = 45.5%)• 2006 (17/40 = 42.5%)• 2007 (34/50 = 68%)
Primary motivating factor for enrolling
Current role (or the role about to enter)
Has your career choice changed since you enrolled on the course?
Wanted to be a
Vet
Wanted to be a
Scientist
Wanted to be Other /
Not decided
Became a Vet
32(57.1%)
1(1.8%)
1(1.8%)
Became Scientist
14(25%)
0 1 (1.8%)
Became Other /
Not decided
5(8.9%)
2(3.6%)
0
Reasons for change
• “Exposure to more career possibilities”
• “The BSc course made me realise that there is a lot more to science than I originally thought.”
• “The very high research content of this course interested me, and I have spoken to many people who have qualified as vet surgeons, and then are not happy and change career / further study anyway.”
Which of the three years did you find most rewarding?
Mann-Whitney Uvets vs. scientists P=0.002**
Y2. Clinically relevant, learned about disease
Y3. Enjoyment of range of modules available; able to personalise course; dissertation; reward of a degree
2007 projects
• “Investigation of host factors required for African Swine fever virus replication.”
• “Investigation of the influence of viewing angle on the reliability of locomotion scoring in dairy cattle.”
• “Acceleration and sharp turns in Polo ponies.”
• Head position and stiffness in the equine longissimus dorsi.”
Experiences of project work
• “I developed a keen interest in cancer biology as a result of the course and having had the opportunity to undertake research I this field I found that this appealed to me more than being a vet as I had initially planned. Interestingly it was a second year lecture on the role of p53 in cell cycle control that sparked my interest in cancer and now I am undertaking a PhD involving p53.”
• “My dissertation was a life-changing experience, confirming my desire to do a PhD.”
Skills
• “The principles of the course have provided a good foundation for life.”
• “I am more interested in learning now than I was when I started university and regularly read around the subject.”
• “The Vet Sci course … has armed me with many science skills that are noticeably absent in other science students/graduates I have encountered.”
• “I enjoyed the scientific tutorials with journal reviews and found this helped me analyse papers effectively.”
Benefits of the BSc(medians, Mann-Whitney U comparing vets & scientists)
Method Vets Scientists P
It prepared me well for my career
5 5 0.246NS
It fostered a spirit of intellectual enquiry
4 4 0.458NS
It fostered critical thinking and reflection
4 4 0.486NS
It prepared me for lifelong learning
4 4 0.433NS
It suited my learning style
4 4 0.926NS
Benefits of the BSc(medians, Mann-Whitney U comparing vets & scientists)
Method Vets Scientists P
My project supervisor was supportive
5 5 0.139NS
My project work made a contribution to scientific knowledge in the field
4 5 0.162NS
Oral presentations helped me to become a confident public speaker
5 5 0.427NS
Conclusions
• The BSc changed career aspirations of students (44% of 2007 graduates) through:
• personalised learning • enjoyable/interesting course• positive experience of project work
• Aspects of course rated significantly higher by scientists than vets
• Use as predictor of subsequent career choice?
• Research-teaching nexus enables high level thinking, independent learning, development of professional and scientific skills
• Good model for BVetMed
Contact• Vicki Dale• The LIVE Centre• The Royal Veterinary College• [email protected]• www.live.ac.uk
AcknowledgementsAll graduates who participated in the survey
BSc Course Leaders Rachel Lawrence, Neil Stoker and Caroline Wheeler-Jones