Academic feedback in veterinary medicine: a comparison of school leaver and graduate entry cohorts

Abstract

This study analysed the expectations and experiences of students on a five-year undergraduate (n = 91) and four-year graduate entry (n = 47) veterinary medicine degree programme relating to academic feedback. Qualitative and quantitative methodologies were used to explore new students’ expectations and prior experiences of feedback and capture experiences across one academic year. The majority of the students expect no less feedback at university than at school. Students’ experiences of the course highlighted themes of not knowing what was expected of them, a perceived need for more guidance and the importance of timely feedback. The impact of the staff–student relationship on how students obtain and perceive feedback and the emotional impact of positive and negative feedback were also highlighted. In addition, a recurring theme was the social context of veterinary medicine with issues relating to high academic achievers, competition between students and the need to gain professional and clinical skills. This study confirms a mismatch in student expectations versus experience. The paper draws on a rich data-set based on both quantitative and qualitative methods and is the first study of this type to be carried out in the context of students of veterinary medicine.

Keywords:

• feedback
• expectations
• experiences
• veterinary
• medicine

Notes on contributors

Kirsty Jean Hughes completed a Masters by Research in Veterinary Education in 2009 and is currently a PhD student working on disease transmission in cattle.

Velda McCune is a senior lecturer in the Learning and Teaching Centre, University of Glasgow. Her educational development, teaching and research work focus on students’ perspectives on their learning in higher education, students’ development as learners within higher education and university teaching-learning environments.

Susan Rhind is Chair of Veterinary Education and a veterinary pathologist at the University of Edinburgh. Research and development interests include assessment, feedback and e-learning.