The Association of Grade Reporting Method, Student Performance, and Student Motivation on a Veterinary Clinical Rotation

Andrew C. Bugbee^1, , Annette Louviere², Jo R. Smith¹, Cynthia R. Ward¹ and Kate E. Creevy³

¹Department of Small Animal Medicine and Surgery, College of Veterinary Medicine, University of Georgia, Athens, GA, 30602, USA

²Cat Hospital of Orlando, Altamonte Springs, FL 32701, USA

³Department of Small Animal Clinical Sciences, College of Veterinary Medicine & Biomedical Sciences, Texas Veterinary Medical Center 4474 TAMU, College Station, TX 77843-4474, USA

Cite this paper

Andrew C. Bugbee, Annette Louviere, Jo R. Smith, Cynthia R. Ward and Kate E. Creevy. The Association of Grade Reporting Method, Student Performance, and Student Motivation on a Veterinary Clinical Rotation. American Journal of Educational Research. 2017; 5(2):161-171. doi: 10.12691/EDUCATION-5-2-9

Abstract

The purpose of this study was to investigate factors influencing student motivation for learning and performance on a small animal internal medicine (SAIM) rotation, with a particular emphasis on the impact of the type of grade reporting system utilized. Veterinary students rotating through 3-week SAIM rotations at the University of Georgia between March 4, 2013 and May 1, 2014 were randomized to receive either conventional pass/fail (CONV) or proxy discriminating letter grades (PROX) as their interim and final individual performance evaluations. Additionally, each student was asked to complete a motivation self-assessment questionnaire on the last day of the rotation to determine which factors contributed to their performance accomplishments and learning strategies during the rotation. A total of 157 students completed the SAIM rotation during the 14-month period, and 107 students completed the questionnaire. There was no difference in scores on interim or final performance evaluations between CONV and PROX groups. Results of questionnaire responses suggested that the type of grade reporting system utilized infrequently impacted student motivation to exceed performance standards and did not influence specific learning techniques employed during their clinical rotation. Ultimately, the value placed on patient care, client relations, and future professional success were the most commonly reported motivating factors by the clinical students.

Keywords

intrinsic motivation, extrinsic motivation, clinical rotation, clinical teaching, grading

Copyright

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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