Impact of COVID‐19 on student attainment and pedagogical needs when undertaking independent scientific research. (23rd July 2022)

• Record Type: Journal Article
• Authors: Jeyapalan, Jennie N.; James, Victoria.; Gardner, David S.; Lothion‐Roy, Jennifer H.; Mongan, Nigel P.; Rutland, Catrin Sian
• Is Part Of: Anatomia, histologia, embryologia. Volume 52:Number 1(2023)
• Page Start: 93
• Page End: 100
• Publication Date: 2022-07-23
• Subjects: assessment -- COVID‐19 -- research -- veterinary; Anatomy, Comparative -- Periodicals; Veterinary anatomy -- Periodicals; Veterinary histology -- Periodicals; Veterinary embryology -- Periodicals; 636.089
• DOI: 10.1111/ahe.12842
• Languages: English
• ISSNs: 0340-2096

Abstract

Abstract: Research is often an essential component of completing a veterinary medicine degree, with universities worldwide aiming to teach students a variety of techniques and general research comprehension and skills. As universities worldwide navigated the COVID‐19 pandemic, it was often necessary to move towards distance learning, this was employed for the research module at The University of Nottingham, School of Veterinary Medicine and Science. Following completion of their independent research project, each student cohort was sent a student evaluation of the module questionnaire and quantitative and qualitative analysis was undertaken. In addition, assessment outcomes based on dissertation grade, supervisor grade and overall module score were analysed quantitatively. This was conducted on both the individual cohorts and between the pre‐ and peri‐pandemic groups, ranging from 2017–2018 through to 2021–2022 cohorts. The students received increased dissertation and supervisor grades (by nearly 6%) during the 2021–2022 peri‐pandemic cohort, when compared to the pre‐pandemic cohorts, but did differ significantly compared to the 2020–2021 cohort. The pre‐ and peri‐pandemic Likert‐scale ratings for module organisation and assessment criteria were similar, workload management and the ability to explore concepts and ideas was reduced in the peri‐pandemic cohorts, whereas the accessibility to resources was increased in the peri‐pandemic students compared to those taught prior to the pandemic. Student feedback can provide essential information when designing and managing research projects and when compared to assessment grades it can help us understand attainment, essential information when providing a quality university level education whilst supporting student welfare following the COVID‐19 pandemic.