Mixed-method tutoring support improves learning outcomes of veterinary students in basic subjects

García‐Iglesias, M. J.; Pérez-Martínez, Claudia; Gutiérrez-Martín, César B.; Díez, Raquel; Sahagún, Ana M.

doi:10.1186/s12917-018-1330-6

Cited by 8 publications

(14 citation statements)

References 14 publications

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“…The integration of communication and coping skills and leadership, within education in the curricula of veterinary schools may improve the present situation [45,46]. On-line learning resources [47] together with online tutoring support [48] can incorporate student-centered learning in basic subjects which can help students to overcome stress. Communication skills can also be effectively taught in experimental learning, discussions, and feedback through role-play in small groups of students using simulated clients and trained facilitators [49].…”

Section: Plos Onementioning

confidence: 99%

Predictors of burnout among Belgrade veterinary students: A cross-sectional study

et al. 2020

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BackgroundTo the best of our knowledge, studies are lacking on burnout among veterinary students in Serbia, and this is the first study trying to address such a problem. Therefore, the aim of this cross-sectional study was to investigate the predictors of burnout among Belgrade veterinary students. MethodsMaslach Burnout Inventory (MBI) and anonymous structured questionnaire addressed to personal data, health habits and stressful influence of educational process were applied among 496 respondents from a total of 1113 students from all grades in spring semester 2014 (response rate 44.6%). ResultsThe prevalence of burnout was 43.3%. High scores on depersonalization and emotional exhaustion scales of MBI were found among 79.4% and 45.0% students, respectively; low personal accomplishment was reported by 50.5% students. Female students reported higher levels of emotional exhaustion compared to males (p = 0.012). A low score on personal achievement scale of MBI was least frequent among the freshmen and most frequent among sophomores (41.1% and 65.3%, respectively; p = 0.986). There were more students with burnout who considered their health as a worsened vs. pre-study period compared to students with no burnout, both concerning mental (61.4% vs. 38.6%) and physical health (61.1% vs. 38.9%; both p<0.001). There were more smokers among students who suffered from burnout compared to students who did not (52.0% vs. 48.0%; p = 0.013). A multiple regression revealed an independent dose-response effect of perceived stress at exams on the onset of burnout (moderate stress OR = 2.164 and high stress OR = 3.878). Also, students with the moderate and high stressful effect of communication with teaching staff, as PLOS ONE

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Section: Plos Onementioning

confidence: 99%

Predictors of burnout among Belgrade veterinary students: A cross-sectional study

et al. 2020

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“…A study investigating student perceptions of online lectures reported that the more satisfied the students are with online classes, the more the positive learning experience, 31 and a positive relation has also been found between the student satisfaction with e-learning, particularly the flipped learning format, and examination scores and performance. [32][33][34] Globally, the present study investigated e-learning acceptance among participants in introductory and advanced training courses in LAS, using a cross-sectional approach focusing on students after introducing the blended learning model. For this purpose, a questionnaire was developed on basis of existing instruments for e-learning evaluation.…”

Section: Introductionmentioning

confidence: 99%

Students’ acceptance of e-learning approaches in Laboratory Animal Science Training

Costa

Olsson

2019

Lab Anim

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Different online courses and training programs in Laboratory Animal Science (LAS) have emerged across Europe in recent years. E-learning appears to be a promising solution to achieve flexibility in training while meeting the quality criteria of demanding programs in short training periods. However, little is known about how students perceive e-learning in this context, and there is also a lack of specific and valid instruments to measure this perception. Within an exploratory study framework, the e-learning perception of 229 participants in 15 courses in Portugal using two different online training formats, flipped classroom and full online theoretical training, was assessed. For this purpose, the Questionnaire of E-learning Acceptance (QELA), a 32-item accordance Likert-type scale comprising five subscales was developed to explore the following: how participant perceive e-learning, satisfaction with organization and contents, perception of e-learning relevance for the time management, and its influence for practical training. In general, e-learning was well accepted and perceived to work well and be useful by the majority of courses participants, independently of the course level and e-learning format approach. These results indeed suggest that integration of e-learning is useful in LAS training. We also propose the QELA as a starting point for development and implementation of specific instruments to assess e-learning acceptance in LAS across a wider range of geographical and training contexts.

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“…Various settings are available for teaching EbM skills: classic frontal teaching [6,13], PBL-setting (ProblemBased-Learning) [14], e-learning with tutorial support [5,[15][16][17][18] or Blended Learning [19]. According to the current study situation, an e-learning-setting with tutorial support is suitable for teaching EbD and seems not be inferior to a faceto-face teaching format [17,20].…”

Section: Introductionmentioning

confidence: 93%

“…Students wish to engage in interactivity [15], which means to enter into a dialogue with a lecturer or tutor in order to receive individual feedback on their performance and knowledge progress. The advantage of such a tutorial-supported online measure is also shown in a higher increase in knowledge of a group compared to groups with no tutorial guidance [16]. The tutor must fi nd the balance between the targeted provision of information and the promotion of self-study [21].…”

Section: E-learning Tutormentioning

confidence: 99%

Evaluation of an e-learning module under different tutorial guidance

Jahn¹,

Moeltner²,

Rüttermann³

et al. 2019

J Dent Probl Solut

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This multivariate, prospective, monocentric, single blind, observational study evaluates the experimental application of an interactive e-learning module under different tutorial guidance on the topic of EbD (Evidence based Dentistry).The voluntary extracurricular module was offered to dentistry students (n=53) during the fi rst clinical semesters. During a processing time of 4 weeks the students were supervised in small groups with an e-tutor (electronic tutor) via e-mail. The tutor supervised n=26 in a facilitative (f) and n=27 non-facilitative (nf) mode. In a fi nal evaluation n=47 students participated, subdivided into n=24 (f) and n=23 (nf). The questionnaire used in the study comprised 10 items assigned to the evaluation of e-learning settings and tutoring effectiveness.The concept of the tutor guided e-learning module was evaluated marginally better by the nf-group (Scale 1-10: 6.04±2.1) than by the f-group (Scale 1-10: 5.74±2.49). The f-group rated the tutor marginally better than the nfgroup. Differences in tutorial behavior were perceived as the f-tutor being described more determined and intervenient than the nf-tutor. All participants wished to supplement e-learning with face-to-face instruction (Likert Scale 1-5: 3.55±1.23). In the free text answers, many students pointed out of having problems with the voluntary course because of setting priority on courses requiring attendance duty and fi nal exams.The students rated the module with online tutorial guidance positively. We conclude that the tutorial support should be oriented to the needs of the participants: It should possibly change from initial facilitative supervision to non-facilitative mode. The integration of EbD into dental education will only succeed if offered as a curricular, apparent subject with interdisciplinary integration and specially trained teachers. One can also conclude from this that in the future a blended learning format with lectures and e-tutorial support will meet the needs of the students.

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Mixed-method tutoring support improves learning outcomes of veterinary students in basic subjects

Cited by 8 publications

References 14 publications

Predictors of burnout among Belgrade veterinary students: A cross-sectional study

Predictors of burnout among Belgrade veterinary students: A cross-sectional study

Students’ acceptance of e-learning approaches in Laboratory Animal Science Training

Evaluation of an e-learning module under different tutorial guidance

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