The influences of curriculum area and student background on mindset to learning in the veterinary curriculum: a pilot study
| Autor: | Jill E. Maddison, Elizabeth Armitage-Chan |
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| Jazyk: | angličtina |
| Rok vydání: | 2019 |
| Předmět: |
Male
Veterinary medicine Students Medical Culture Intelligence Student engagement Mindset Pilot Projects Employability Professional studies Thinking Surveys and Questionnaires Humans Learning critical thinking Implicit theories of intelligence Disengagement theory Curriculum resilience professional studies lcsh:Veterinary medicine General Veterinary mindset Original Articles Achievement Critical thinking student engagement lcsh:SF600-1100 Original Article Female Psychology Education Veterinary |
| Zdroj: | Veterinary Medicine and Science Veterinary Medicine and Science, Vol 5, Iss 3, Pp 470-482 (2019) |
| ISSN: | 2053-1095 |
| Popis: | A student's mindset influences their achievement and response to challenge, with a ‘fixed mindset’ encouraging disengagement from challenging tasks and avoidance of learning and feedback opportunities. These behaviours resemble those reported for professional and non‐clinical curriculum areas, which are important for employability and resilience in veterinary practice. Students with a ‘growth mindset’ to learning are more persistent when faced with challenges and actively seek more demanding tasks. They also demonstrate higher levels of psychological well‐being. The objectives of this study were to explore whether variation in veterinary students’ mindset to learning exists across different curriculum areas, and to identify whether students’ backgrounds influence their learning mindset. The mindsets of veterinary students at a UK veterinary school were measured using an adapted version of the Implicit Theories of Intelligence Scale. The survey was constructed to compare mindset in clinical reasoning, professional reasoning (incorporating ethics and critical thinking), communication skills and reflection. More students demonstrated a growth mindset to communication skills (59%), reflection (84%) and clinical reasoning (83%) than to professional reasoning (34%). There were more students with a fixed mindset to professional reasoning (10%) than in other areas (0–5%). Students’ background (international or non‐traditional university access) did not appear to influence mindset to learning. Disengagement from professional studies curricula may be a consequence of students lacking a growth mindset in professional reasoning. Curriculum interventions that encourage engagement and the development of a growth mindset to learning non‐clinical competences may be beneficial. Mindset to learning is important for an individual's persistence when challenged, their learning and their psychological well‐being. Domain‐specific mindset variation may contribute to students disengaging from certain curriculum areas, notably professional and non‐clinical studies which are important for employability and resilience. The study explored mindset variation in students across different areas of the veterinary curriculum. Growth mindset was lower, and fixed mindset higher, in professional studies compared to other areas, which may contribute to students’ disengagement in this area. |
| Databáze: | OpenAIRE |
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