Laurea Magistrale in Medicina e Chirurgia - sede di Torino

Prodotti della ricerca

Prodotti della ricerca selezionati

Muca, E., Buonaiuto, G., Lamanna, M., Silvestrelli, S., Ghiaccio, F., Federiconi, A.,; Cavallini, D. (2023). Reaching a Wider Audience: Instagram’s Role in Dairy Cow Nutrition Education and Engagement. Animals, 13(22), 3503

Muca, E., Molino, M., Ghislieri, C., Baratta, M., Odore, R., Bergero, D., &Valle, E.(2023). Relationships between psychological characteristics, academic fit and engagement with academic performance in veterinary medical students. BMC Veterinary Research, 19(1), 132.

Muca, E., Cavallini, D., Raspa, F., Bordin, C., Bergero, D., &; Valle, E. (2023). Integrating new learning methods into equine nutrition classrooms: The importance of students’ perceptions. Journal of Equine Veterinary Science, 126, 104537..

Muca, E., Cavallini, D., Odore, R., Baratta, M., Bergero, D., & Valle, E. (2022). Are veterinary students using technologies and online learning resources for didactic training? A mini-meta analysis. Education Sciences, 12(8), 573.

Raspa, F., Tarantola, M., Muca, E., Bergero, D., Soglia, D., Cavallini, D.,; Valle, E. (2022). Does feeding management make a difference to behavioural activities and welfare of horses reared for meat production?. Animals, 12(14), 1740.

Muca E., Valle E., Kienzle E., Virtual teaching of veterinary nutrition during theCOVID-19 pandemic- share your solutions, experiences, and survival skill 2021. 25th Congress of the European Society of Veterinary and Comparative Nutrition Virtual, 9-11 September

Muca E., Odore R., Cavallini D., Bergero D., Baratta M., Valle E., 2021. Veterinary Students’ knowledge, attitudes, and perceptions towards the “One Health Approach” in Veterinary Education. European Association of Establishment for Veterinary Education Assembly & Educational Day 30 September - 1 October, 2021, Turin, 8p.

Muca E., Raspa F., Cavallini D., Bergero D., Valle E., 2022. Peer Assisted Learning in Flipped Classroom Approach in Equine Nutrition. Making it Work. 26 th Congress of European Society of Veterinary and Comparative Nutrition, Basel, 6-8 September, 119p.

Routh J & Muca E., 2022. Postgraduate researchers in veterinary education – re (building) a community of practice. The annual Veterinary Education Symposium - VetEd, Nottingham, 6-8 th July, 50p.

Muca E., Molino M., Ghislieri C., Odore R., Baratta M., Bergero D., Valle E., 2022. The relationships between psychological factors, academic fit, well-being and veterinary students’ academic performance. 75th Congress Federation SISVET, Lodi 15-18 June

Muca. E., Molino M., Ghislieri C., Raspa F., Cavallini D., Maccone E., Valle E., Bergero D., 2023. Development and evaluation of new teaching strategies to enhance students knowledge in animal handling: the case of the horse. 25th Congress ASPA, Bari 13-16 June

Cavallini D., Muca E., G Buonaiuto, Raspa F., Valle E., Ghiaccio F., Federiconi A., Silvestrelli S., Vettori J., Colleluori R., Formigoni A., 2023. A case study on the utilization of Instagram as a powerful learning and disseminating tool. 76th Congress Federation SISVET, Bari 21-23 June

Muca, E., Molino, M., Ghislieri, C., Baratta, M., Odore, R., Bergero, D., & Valle, E. (2023). Migliorare i risultati accademici nell’educazione veterinaria: approfondimenti circa le caratteristiche psicologiche e il benessere.

Temi di ricerca

 PhD project: Implementation of new teaching strategies in Veterinary Medicine 

 PhD Thesis Summary:

Veterinary education is facing challenges in ensuring the graduation of competent veterinarians.  The Covid-19 pandemic has caused unprecedented difficulties for veterinary schools worldwide, impacting the delivery of knowledge content and workplace learning. Additionally, veterinary students are experiencing high levels of stress, depression, and anxiety during their studies, and there is a gap in exploring the psychological factors influencing their academic performance and well-being. Traditional teaching methods may not effectively engage students in today’s digital age, so active and innovative teaching methodologies should be implemented to create a more dynamic and engaging learning environment. These strategies can lead to improved student competency and self-efficacy. However, it is important to evaluate these strategies before implementing them. By embracing innovative teaching strategies and considering psychological factors in the learning environment, veterinary education can better prepare students for the challenges of veterinary practice. The present PhD project aimed firstly to investigate the influence of psychological factors on veterinary students' academic outcomes through a cross-sectional approach and the potential impact of clinical skills labs on academic fit and psychological factors via a longitudinal design.   Secondly, it aimed to implement innovative teaching strategies in veterinary medicine, encompassing the development and evaluation of a Flipped Classroom and Peer-Assisted Learning approach in equine nutrition, while simultaneously assessing the use of digital technologies and online resources among veterinary students. This included a broad evaluation of various platforms, particularly focusing on social media platforms like Instagram, as a case study in effective digital outreach and education.

According to the first aim, a cross sectional study was conducted in the Department of Veterinary Sciences at the University of Turin, Italy. The study’s participants were recruited from the first to the fourth years of the degree course in veterinary medicine. 400 students received an online self-report questionnaire focused on specific psychological dimensions. Briefly the study, attempted to determine how academic fit can mediate the relationship between internal locus of control and self-efficacy on the one hand, and student engagement, exhaustion and academic performance on the other hand. The responses of the questionnaire were coded and inserted into a customized database using the Statistical Package for Social Sciences (SPSS 28). A total of 231 students returned the questionnaire fully completed between, 73.6% were female and 17.7% were male (8.7% chose not to provide information on gender). The mean age was 21.52 years (SD = 2.37). The proposed hypotheses were tested through a full structural equation model that fitted to the data well: X2 (290) = 477.04, p < 0.001, CFI = 0.91, TLI = 0.90, RMSEA = 0.05 (0.04, 0.06), SRMR = 0.06. Standardized factor loadings ranged from 0.46 to 0.89. The results revealed that both internal locus of control and self-efficacy had a positive relationship with academic fit, which was in turn positively related to work engagement and negatively related to exhaustion. Finally, only work engagement showed a positive relationship with GPA (Grade Point Average). The model explained about 31% of the variation in academic fit, 72% in student engagement, 25% in exhaustion, and 9% in GPA. The results sheds light on the intricate relationships between psychological characteristics, well-being, and academic performance within veterinary medical students. It underlines the key roles of engagement, academic fit, and self-efficacy in dictating the academic outcomes of students. Within the first aim, having established the significant roles of engagement, internal locus of control, self-efficacy, and academic fit in influencing veterinary students' academic performance and well-being, the research then shifts focus to practical applications in educational settings. This transition leaded this research project to explore the impact of Clinical Skill Laboratories (CSLs) on these identified psychological factors. A longitudinal study involved final-year veterinary students and employed a two-point data collection method, at the start and end of the CSL course. The questionnaire was divided into sections to assess various aspects such as resilience, self-efficacy, internal locus of control, need for achievement, self-regulation, engagement, exhaustion, and academic fit. The questionnaire employed 5-point Likert scales, with the exception of the engagement and exhaustion scales for which a 7-point Likert scale was used. Nine months after the initial data collection, the same group of students was invited to complete the follow-up questionnaire, which was the same as the first questionnaire. Following data collection, the responses of the questionnaire were coded and inserted into a customized database using the Statistical Package for Social Sciences (SPSS 28). Descriptive data analysis and an ANOVA with repeated measures was performed to detect any statistical differences in all study variables between the first time of questionnaire results (T1) and the last time of the questionnaire results (T2). A total of 42 students completed both questionnaires (T1 and T2). To ensure data accuracy and consistency, duplicates were removed from both the initial and follow- up questionnaire responses. The remaining responses were then matched using unique student identifiers to pair the before and after data points. After matching and removing duplicates, data from 30 students were available for the final analysis (6 male, 24 female, mean age 25.03 ± 1.973 years). The findings revealed that students initially had moderate scores across psychological dimensions such as resilience, self-efficacy. However, no significant changes were observed in psychological factors between the two time points, suggesting that the CSLs did not significantly impact these psychological factors. A significant decrease in academic fit was noted, with a mean score drop from 3.814 to 3.6 (p=0.006).  This suggests that while CSL training did not significantly influenced most psychological attributes of the students, it did negatively impact their perception of how their education aligns with their professional aspirations and their needs.

In accordance with the second aim of the PhD project to implement innovative teaching strategies for more effective, self-directed learning, while facilitating the transfer of knowledge and competencies among veterinary students. The flipped classroom and peer-assisted learning (FC/PAL) approach is a teaching technique suggested to support learning, thus, this teaching format was used to teach the 92 fourth year students of veterinary medical education the equine nutrition. This study examined the results of a questionnaire administered to assess veterinary students’ perceptions of/views about the suitability of FC/PAL applied in an equine nutrition course. Correlation analysis of students’ responses to questionnaire items and principal component analysis (PCA) was performed to analyze the variability in student perceptions. The results showed that although half the students reported to be uninterested in equine nutrition, most expressed positive attitudes towards FC/PAL. Comparing the perceptions/views towards FC/PAL among low and high achievers, a significant difference was found for the item considering the duration of FC/PAL (P = .002). Correlation analysis between questionnaire items showed a predominance of positive moderate correlations among high achievers and weak correlations among low achievers. PCA revealed three important findings. First, student interest towards equine nutrition explains the response variability among low achievers. Second, there was significant agreement among almost all high achievers regarding the duration of the FC/PAL. Third, in the item evaluating the usefulness of collaborating with peers, disagreement was only found among low achievers. In summary, a flipped classroom combined with the same level peer-assisted learning appears to encourage student interaction and collaboration in the classroom. Aligned with the second aim of the PhD project, a comprehensive meta-analysis was conducted to evaluate the usage of these digital tools among veterinary students globally. Databases including PubMed, Scopus, CAB Abstracts, and Web of Sciences were searched for relevant studies from January 2012 to June 2022. A mini-meta-analysis for proportions was performed using RStudio. Results highlight a high use of portable media devices with differences among countries, continued good use of traditional textbooks, moderate use of online tools, and low use of research papers. The results suggest that even though we live in a technologically advanced world, veterinary student attitudes towards digital resources cannot be assumed. Digital readiness is needed, both from a student and a teacher perspective. Veterinary establishments should increase their efforts to purchase and/or develop digital education tools that are specifically targeted at facilitating knowledge transfer among veterinary students. In addition to these findings, the project also explored the use of Instagram as a digital tool in veterinary education. This exploration revealed Instagram's effectiveness in engaging students and the public in dairy cow nutrition and management, highlighting its potential as an innovative platform for knowledge transfer and community building in the field. The insights from this part of the study emphasize the importance of integrating contemporary digital tools like Instagram into veterinary education to enhance learning experiences and broaden outreach.

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