Research article summary (published 30 Dec 2005):

Promoting science-based careers through student-directed learning.

Full Abstract

Student-directed learning has been featured in a program aimed at promoting the entry of veterinary students into science-based careers. Pursuant to that objective, students participated in workshops and role-playing exercises calculated to enhance self-confidence and the development of leadership, teamwork, and communication skills. Insights into research careers and the optimal sequencing of graduate training were also gained through self-study and simulated interviews for research or service positions in industry. The modules were well received by students, who found them enjoyable and relevant to their career aspirations.

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Author information

Author/s: McGregor, Douglas D (DD); Fraser, David R (DR);

Affiliation: Immunology, College of Veterinary Medicine at Cornell University, Ithaca, NY 14853 USA. ddm7(-atsign-)cornell.edu

Journal and publication information

Publication Type: Journal Article; Review

Journal: Journal of veterinary medical education (J Vet Med Educ), published in Canada. (Language: eng)

Reference: 2006-; vol 33 (issue 2) : pp 294-8

Dates: Created 2006/07/19; Completed 2008/02/12;

PMID: 16849313, status: MEDLINE (last retrieval date: 12/26/2008)

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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MeSH headings (categories)

This article was linked to the MESH Headings shown below.

Career Choice Education, Veterinary Humans Interviews as Topic Leadership Learning

Program Evaluation - methods Programmed Instruction as Topic Questionnaires Role Playing Science - education Students

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