{"id":{"repo_id":"brock","oai_identifier":"oai:brocku.scholaris.ca:10464/13845"},"canonical_url":"https://search.dev.ndltd.org/etd/brock/oai:brocku.scholaris.ca:10464/13845","repository":{"repo_id":"brock","name":"Brock University","base_url":"https://brocku.scholaris.ca/server/oai/request"},"display":{"title":"Self-Regulated Learning and Psychomotor Skill Development in Second-Year Veterinary Students","abstract":"Previous studies have shown that students who use self-regulated learning strategies have demonstrated improved academic, sport, and medical psychomotor skill mastery. In veterinary education, deliberate practice is currently the educational model for psychomotor skill development in veterinary students. However, with the advent of clinical skills labs, students are expected to self-direct their own development of psychomotor skills, such as suturing, intravenous (IV) catheter placement, and physical exams. Self-directed learning requires the use of self-regulated learning strategies. This research study demonstrates the effect of introducing self-regulated learning theory and deliberate practice theory versus introducing only deliberate theory on the suturing abilities of second-year veterinary students at the Ontario Veterinary College in Guelph, Ontario, Canada. It was theorized that students who use self-regulated learning strategies and deliberate practice to master their skills would out-perform those students who only used deliberate practice. This was not demonstrated with this research and may have been due to the intervention which involved the introduction of these theories to both the test and control group, or to the small group size that resulted from attrition from this research project.","abstract_html":"Previous studies have shown that students who use self-regulated learning strategies have demonstrated improved academic, sport, and medical psychomotor skill mastery. In veterinary education, deliberate practice is currently the educational model for psychomotor skill development in veterinary students. However, with the advent of clinical skills labs, students are expected to self-direct their own development of psychomotor skills, such as suturing, intravenous (IV) catheter placement, and physical exams. Self-directed learning requires the use of self-regulated learning strategies. This research study demonstrates the effect of introducing self-regulated learning theory and deliberate practice theory versus introducing only deliberate theory on the suturing abilities of second-year veterinary students at the Ontario Veterinary College in Guelph, Ontario, Canada. It was theorized that students who use self-regulated learning strategies and deliberate practice to master their skills would out-perform those students who only used deliberate practice. This was not demonstrated with this research and may have been due to the intervention which involved the introduction of these theories to both the test and control group, or to the small group size that resulted from attrition from this research project.","abstract_has_math":false,"creators":["Joy, Andria"],"institution":"Brock University","degree_name":"Master of Education","degree_level":"Masters","degree_discipline":"Faculty of Education","degree_department":"Department of Graduate and Undergraduate Studies in Education","school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-12-14T20:34:47Z","date_published":"2018-12-14T20:34:47Z","updated_at":"2026-07-24T01:23:09Z","subjects":["self-regulated learning","psychomotor skill","veterinary","suturing"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10464/13845","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.department","label":"Department","values":["Department of Graduate and Undergraduate Studies in Education"]},{"key":"dc:creator","label":"Author","values":["Joy, Andria"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2018-12-14T20:34:47Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2018-12-14T20:34:47Z"]},{"key":"dc:date.issued","label":"Date","values":["2018-12-14T20:34:47Z"]},{"key":"dc:type","label":"Dc Type","values":["Electronic Thesis or Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Faculty of Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Education"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Brock University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["self-regulated learning","psychomotor skill","veterinary","suturing"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10464/13845"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Previous studies have shown that students who use self-regulated learning strategies have demonstrated improved academic, sport, and medical psychomotor skill mastery. In veterinary education, deliberate practice is currently the educational model for psychomotor skill development in veterinary students. However, with the advent of clinical skills labs, students are expected to self-direct their own development of psychomotor skills, such as suturing, intravenous (IV) catheter placement, and physical exams. Self-directed learning requires the use of self-regulated learning strategies. This research study demonstrates the effect of introducing self-regulated learning theory and deliberate practice theory versus introducing only deliberate theory on the suturing abilities of second-year veterinary students at the Ontario Veterinary College in Guelph, Ontario, Canada. It was theorized that students who use self-regulated learning strategies and deliberate practice to master their skills would out-perform those students who only used deliberate practice. This was not demonstrated with this research and may have been due to the intervention which involved the introduction of these theories to both the test and control group, or to the small group size that resulted from attrition from this research project."]},{"key":"dc:title","label":"Title","values":["Self-Regulated Learning and Psychomotor Skill Development in Second-Year Veterinary Students"]}]}],"canonical_facts":{"dc:contributor.department":["Department of Graduate and Undergraduate Studies in Education"],"dc:creator":["Joy, Andria"],"dc:date.accessioned":["2018-12-14T20:34:47Z"],"dc:date.available":["2018-12-14T20:34:47Z"],"dc:date.issued":["2018-12-14T20:34:47Z"],"dc:description.abstract":["Previous studies have shown that students who use self-regulated learning strategies have demonstrated improved academic, sport, and medical psychomotor skill mastery. In veterinary education, deliberate practice is currently the educational model for psychomotor skill development in veterinary students. However, with the advent of clinical skills labs, students are expected to self-direct their own development of psychomotor skills, such as suturing, intravenous (IV) catheter placement, and physical exams. Self-directed learning requires the use of self-regulated learning strategies. This research study demonstrates the effect of introducing self-regulated learning theory and deliberate practice theory versus introducing only deliberate theory on the suturing abilities of second-year veterinary students at the Ontario Veterinary College in Guelph, Ontario, Canada. It was theorized that students who use self-regulated learning strategies and deliberate practice to master their skills would out-perform those students who only used deliberate practice. This was not demonstrated with this research and may have been due to the intervention which involved the introduction of these theories to both the test and control group, or to the small group size that resulted from attrition from this research project."],"dc:identifier.uri":["http://hdl.handle.net/10464/13845"],"dc:language.iso":["eng"],"dc:subject":["self-regulated learning","psychomotor skill","veterinary","suturing"],"dc:title":["Self-Regulated Learning and Psychomotor Skill Development in Second-Year Veterinary Students"],"dc:type":["Electronic Thesis or Dissertation"],"thesis:degree_discipline":["Faculty of Education"],"thesis:degree_level":["Masters"],"thesis:degree_name":["Master of Education"],"thesis:institution_name":["Brock University"]},"updated_at":"2026-07-24T01:23:09Z"}