1. Instilling a research ethos into an undergraduate science programme Vicki H.M. Dale, Donald Palmer & Stephen A. May Research-Teaching Linkages: Medicine, Dentistry and Veterinary Medicine Edinburgh, 28 th January 2008

2. BSc (Hons) Veterinary Sciences “ Kick start your scientific career” Three year BSc, introduced 2002 Strong focus on research Independent of BVetMed But also a ‘stepping stone’ to BVetMed Year 1: Normal animal (structure & function) Year 2: Abnormal animal (disease, clinical aspects) Years 1 & 2 – scientific methods, projects Year 3: Choice modules and project dissertation

3. Hypothesis “An exciting and appropriately structured science programme can change the career ambitions of students with previously strong ambitions to be veterinary surgeons” BSc

4. Materials and methods UCAS admissions data Choice of courses other than BSc Qualifications, work experience Personal statement Questionnaire to 101 BSc Veterinary Science graduates (2005  2007) Ethics approved July 2007 Quantitative (SPSS) Qualitative (NVivo) Interviews with graduates (vets & scientists) and teachers

5. Results 56/101 responses = 55.4% 2005 (5/11 = 45.5%) 2006 (17/40 = 42.5%) 2007 (34/50 = 68%)

6. Primary motivating factor for enrolling

7. Current role (or the role about to enter)

8. Has your career choice changed since you enrolled on the course?

9. Wanted to be a Vet Wanted to be a Scientist Wanted to be Other / Not decided Became a Vet 32 (57.1%) 1 (1.8%) 1 (1.8%) Became Scientist 14 (25%) 01 (1.8%) Became Other / Not decided 5 (8.9%) 2 (3.6%) 0

10. Reasons for change “Exposure to more career possibilities” “The BSc course made me realise that there is a lot more to science than I originally thought.” “The very high research content of this course interested me, and I have spoken to many people who have qualified as vet surgeons, and then are not happy and change career / further study anyway.”

11. Which of the three years did you find most rewarding? Mann-Whitney U vets vs. scientists P=0.002** Y2. Clinically relevant, learned about disease Y3. Enjoyment of range of modules available; able to personalise course; dissertation; reward of a degree

12. 2007 projects “Investigation of host factors required for African Swine fever virus replication.” “Investigation of the influence of viewing angle on the reliability of locomotion scoring in dairy cattle.” “Acceleration and sharp turns in Polo ponies.” Head position and stiffness in the equine longissimus dorsi.”

13. Experiences of project work “I developed a keen interest in cancer biology as a result of the course and having had the opportunity to undertake research I this field I found that this appealed to me more than being a vet as I had initially planned. Interestingly it was a second year lecture on the role of p53 in cell cycle control that sparked my interest in cancer and now I am undertaking a PhD involving p53.” “My dissertation was a life-changing experience, confirming my desire to do a PhD.”

14. Skills “The principles of the course have provided a good foundation for life.” “I am more interested in learning now than I was when I started university and regularly read around the subject.” “The Vet Sci course … has armed me with many science skills that are noticeably absent in other science students/graduates I have encountered.” “I enjoyed the scientific tutorials with journal reviews and found this helped me analyse papers effectively.”

15. Benefits of the BSc (medians, Mann-Whitney U comparing vets & scientists) MethodVetsScientistsP It prepared me well for my career 550.246 NS It fostered a spirit of intellectual enquiry 440.458 NS It fostered critical thinking and reflection 440.486 NS It prepared me for lifelong learning 440.433 NS It suited my learning style 440.926 NS

16. Benefits of the BSc (medians, Mann-Whitney U comparing vets & scientists) MethodVetsScientistsP My project supervisor was supportive 550.139 NS My project work made a contribution to scientific knowledge in the field 450.162 NS Oral presentations helped me to become a confident public speaker 550.427 NS

17. Conclusions The BSc changed career aspirations of students (44% of 2007 graduates) through: personalised learning enjoyable/interesting course positive experience of project work Aspects of course rated significantly higher by scientists than vets Use as predictor of subsequent career choice? Research-teaching nexus enables high level thinking, independent learning, development of professional and scientific skills Good model for BVetMed

18. Contact Vicki Dale The LIVE Centre The Royal Veterinary College vdale@rvc.ac.uk www.live.ac.uk Acknowledgements All graduates who participated in the survey BSc Course Leaders Rachel Lawrence, Neil Stoker and Caroline Wheeler-Jones