Comparison Of Teaching Paradigms In Theriogenology Among Schools Of Veterinary Medicine By Use Of A Uniform Assessment Tool

Abstract

Information regarding specific teaching methodologies in theriogenology was provided by 18 North American and Caribbean schools. At least one student each from 12 of those schools completed an on-line, multiple-choice assessment tool and provided demographic information; 45 students were included in a regression analysis comparing score on the completed assessment with various parameters. None of the specific parameters evaluated had a statistically significant association with score, including presence or absence of tracking in the curriculum; course structure; contact hours in lecture or laboratory; or availability of active learning, hands-on laboratories, or training using models. Primary source of variance was the individual student.