Evaluation of the Attitudes and Opinions of Veterinary School Students on Distance Education During the COVID-19 Pandemic
Why this work is in the frame
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Bibliographic record
Abstract
This study aimed to determine the attitudes and opinions of the students of veterinary schools in Turkey regarding distance education during the COVID-19 pandemic. The study was conducted in two stages: (1) to develop and validate a scale for assessing Turkish veterinary students’ attitudes and opinions regarding distance education (DE) ( n = 250 students; one veterinary school) and (2) widespread use of this scale amongst veterinary students ( n = 1,599 students, 19 veterinary schools). Stage 2 was conducted between December 2020 and January 2021 with students from years 2, 3, 4, and 5 who had experienced face-to-face and distance education. The scale contained 38 questions, which were divided into seven sub-factors. Most students considered that practical courses (77.1%) should not continue to be delivered by DE and that catch-up face-to-face programs (77%) would be required for practical skills after the pandemic. The main benefits of DE were that studies did not have to be interrupted (53.2%) and the ability to retrieve online video material for later study (81.2%). A total of 69% of students considered DE systems and applications easy to use. Many (71%) students considered that the use of DE would adversely affect their professional skills, 26.5% expected that the duration of their studies would be extended, but only 18.1% had considered suspending their studies for the period of the pandemic. Therefore, it appeared that face-to-face education was considered indispensable by students in veterinary schools, which provides practice-oriented education in the field of health sciences. However, the DE method can be used as a supplementary tool.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it