Instilling a research ethos into an

undergraduate science programme

Vicki H.M. Dale, Donald Palmer & Stephen A. May

Research-Teaching Linkages: Medicine, Dentistry and Veterinary Medicine Edinburgh, 28th January 2008

BSc (Hons) Veterinary Sciences “ Kick start your scientific career”• Three year BSc, introduced 2002• Strong focus on research

• Independent of BVetMed• But also a ‘stepping stone’ to BVetMed

• Year 1: Normal animal (structure & function)• Year 2: Abnormal animal (disease,

clinical aspects)• Years 1 & 2 – scientific methods, projects• Year 3: Choice modules and project dissertation

Hypothesis

• “An exciting and appropriately structured science programme can change the career ambitions of students with previously strong ambitions to be veterinary surgeons”

BSc

Materials and methods

• UCAS admissions data• Choice of courses other than BSc• Qualifications, work experience• Personal statement

• Questionnaire to 101 BSc Veterinary Science graduates (2005 2007)• Ethics approved July 2007• Quantitative (SPSS)• Qualitative (NVivo)

• Interviews with graduates (vets & scientists) and teachers

Results

• 56/101 responses = 55.4%• 2005 (5/11 = 45.5%)• 2006 (17/40 = 42.5%)• 2007 (34/50 = 68%)

Primary motivating factor for enrolling

Current role (or the role about to enter)

Has your career choice changed since you enrolled on the course?

Wanted to be a

Vet

Wanted to be a

Scientist

Wanted to be Other /

Not decided

Became a Vet

32(57.1%)

1(1.8%)

1(1.8%)

Became Scientist

14(25%)

0 1 (1.8%)

Became Other /

Not decided

5(8.9%)

2(3.6%)

0

Reasons for change

• “Exposure to more career possibilities”

• “The BSc course made me realise that there is a lot more to science than I originally thought.”

• “The very high research content of this course interested me, and I have spoken to many people who have qualified as vet surgeons, and then are not happy and change career / further study anyway.”

Which of the three years did you find most rewarding?

Mann-Whitney Uvets vs. scientists P=0.002**

Y2. Clinically relevant, learned about disease

Y3. Enjoyment of range of modules available; able to personalise course; dissertation; reward of a degree

2007 projects

• “Investigation of host factors required for African Swine fever virus replication.”

• “Investigation of the influence of viewing angle on the reliability of locomotion scoring in dairy cattle.”

• “Acceleration and sharp turns in Polo ponies.”

• Head position and stiffness in the equine longissimus dorsi.”

Experiences of project work

• “I developed a keen interest in cancer biology as a result of the course and having had the opportunity to undertake research I this field I found that this appealed to me more than being a vet as I had initially planned. Interestingly it was a second year lecture on the role of p53 in cell cycle control that sparked my interest in cancer and now I am undertaking a PhD involving p53.”

• “My dissertation was a life-changing experience, confirming my desire to do a PhD.”

Skills

• “The principles of the course have provided a good foundation for life.”

• “I am more interested in learning now than I was when I started university and regularly read around the subject.”

• “The Vet Sci course … has armed me with many science skills that are noticeably absent in other science students/graduates I have encountered.”

• “I enjoyed the scientific tutorials with journal reviews and found this helped me analyse papers effectively.”

Benefits of the BSc(medians, Mann-Whitney U comparing vets & scientists)

Method Vets Scientists P

It prepared me well for my career

5 5 0.246NS

It fostered a spirit of intellectual enquiry

4 4 0.458NS

It fostered critical thinking and reflection

4 4 0.486NS

It prepared me for lifelong learning

4 4 0.433NS

It suited my learning style

4 4 0.926NS

Benefits of the BSc(medians, Mann-Whitney U comparing vets & scientists)

Method Vets Scientists P

My project supervisor was supportive

5 5 0.139NS

My project work made a contribution to scientific knowledge in the field

4 5 0.162NS

Oral presentations helped me to become a confident public speaker

5 5 0.427NS

Conclusions

• The BSc changed career aspirations of students (44% of 2007 graduates) through:

• personalised learning • enjoyable/interesting course• positive experience of project work

• Aspects of course rated significantly higher by scientists than vets

• Use as predictor of subsequent career choice?

• Research-teaching nexus enables high level thinking, independent learning, development of professional and scientific skills

• Good model for BVetMed

Contact• Vicki Dale• The LIVE Centre• The Royal Veterinary College• vdale@rvc.ac.uk• www.live.ac.uk

AcknowledgementsAll graduates who participated in the survey

BSc Course Leaders Rachel Lawrence, Neil Stoker and Caroline Wheeler-Jones