Veterinary school instructor knowledge and use of study strategies
| dc.contributor.author | Osborn, Rebecca M., author | |
| dc.contributor.author | Rhodes, Matthew, advisor | |
| dc.contributor.author | Cleary, Anne, committee member | |
| dc.contributor.author | Tompkins, Sara Anne, committee member | |
| dc.contributor.author | Balgopal, Meena, committee member | |
| dc.date.accessioned | 2024-09-09T20:51:06Z | |
| dc.date.available | 2024-09-09T20:51:06Z | |
| dc.date.issued | 2024 | |
| dc.description.abstract | Empirically supported study strategies have been investigated for years and there has been a growing body of research on what strategies undergraduate students know of and utilize while studying. However, there is less research on instructor knowledge and endorsement of study strategies as they can serve as a guide to students in how to study. Professional schools (e.g., medical, pharmacy, or veterinary schools) have little to no research evaluating what strategies instructors encourage to students while the population of students are meant to be lifelong learners. In the current study, instructors in veterinary medicine were surveyed on their knowledge and endorsement of study strategies including learning scenarios where participants rated strategy effectiveness. The endorsement of study strategies was also correlated with the ranking and acceptance rate of the veterinary school the instructor teaches at to determine if there is a relationship of empirically supported study strategies and the ranking of school quality. The survey found that instructors endorsed both beneficial and nonbeneficial study strategies and learning scenarios but were more likely to encourage empirically supported strategies to students. The ranking and acceptance rate of the school showed no correlation with more endorsement of those beneficial strategies. The results of this survey demonstrate veterinary instructors have a slight preference for empirically supported learning strategies but continue to hold some misconceptions on learning. Further research is needed to determine how best to reach and inform this instructor population, but veterinary instructors are highly motivated to learn more about how best to teach veterinary students. | |
| dc.format.medium | born digital | |
| dc.format.medium | masters theses | |
| dc.identifier | Osborn_colostate_0053N_18415.pdf | |
| dc.identifier.uri | https://hdl.handle.net/10217/239120 | |
| dc.language | English | |
| dc.language.iso | eng | |
| dc.publisher | Colorado State University. Libraries | |
| dc.relation.ispartof | 2020- | |
| dc.rights | Copyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright. | |
| dc.subject | study strategies | |
| dc.subject | veterinary instructor | |
| dc.subject | survey | |
| dc.title | Veterinary school instructor knowledge and use of study strategies | |
| dc.type | Text | |
| dcterms.rights.dpla | This Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). | |
| thesis.degree.discipline | Psychology | |
| thesis.degree.grantor | Colorado State University | |
| thesis.degree.level | Masters | |
| thesis.degree.name | Master of Science (M.S.) |
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