Veterinary School Instructor Knowledge of Learning Strategies.

Abstract

Over a century of research has documented evidence-based approaches to learning practices that support robust, long-lasting learning. Recent work has queried whether individuals are aware of and implement such best practices in learning, predominantly focusing on self-reports of undergraduate students. Few studies have investigated instructor knowledge of evidence-based learning practices and no prior study has comprehensively surveyed knowledge of evidence-based learning practices among veterinary instructors. In the present study, we surveyed veterinary instructors' (N = 355) knowledge of evidence-based learning practices and also asked them to rate the value of strategies described in six learning scenarios. Instructors endorsed a number of evidence-based learning practices (e.g., spacing, creating diagrams, self-testing) but also endorsed other learning practices and principles with little or no support (e.g., learning styles). Further analyses indicated that the number of evidence-based learning practices endorsed was unrelated to the ranking or acceptance rate of the veterinary program. Results from the evaluation of learning scenarios indicated that instructors favored the evidence-based learning practice in less than half of the scenarios. Thus, instructors endorsed a mix of learning strategies with substantial empirical support and others with far less support. Based on these findings, we propose five priority areas for professional education of veterinary instructors that include strategic development of generative activities, spaced practice, sensitivity to cognitive capacity of learners, and effective self-regulated learning.