Background Student feedback has played an important role in the maintenance of quality and standards in higher education. Perhaps the most commonly used method to capture feedback is a series of questions or statements where students indicate their degree of satisfaction or agreement. Focus groups offer an alternative means of capturing 'richer' qualitative data relating to students' thoughts on course structure. Aside from student evaluations, student examination performance has been used as a method to evaluate the efficacy of curriculum changes at programme level. However, this data is utilised less so at a 'finer detail' level to identify specific issues with the delivery of teaching. Case presentation The purpose of this report was to outline the approach taken using qualitative and quantitative data to identify problems with a specific area of teaching, inform a new teaching approach and to assess the impact of those changes. Following quantitative and qualitative analysis, a practical class on dairy herd fertility performance was highlighted as an area for improvement. After the introduction of the newly formatted practical class with a greater focus on self-directed learning, there was a significant increase in the average score (p < 0.001) and a decrease in the proportion of students failing (p < 0.001) the question that assessed the analysis of dairy herd fertility data. In addition, the R-squared value between students' performance in the fertility question and their performance in the overall examination increased from 0.06 to 0.11. Conclusions The combination of qualitative focus group data and quantitative analysis of examination performance data represent robust methods for identifying problems associated with specific aspects of veterinary teaching.

中文翻译：

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使用考试成绩数据和焦点小组为教学提供信息——来自兽医专业最后一年学生的案例研究。

背景 学生反馈在维持高等教育质量和标准方面发挥了重要作用。也许最常用的获取反馈的方法是一系列问题或陈述，学生在其中表明他们的满意或同意程度。焦点小组提供了另一种获取与学生对课程结构的想法有关的“更丰富”的定性数据的方法。除了学生评估外，学生考试成绩也被用作评估课程改革效果的一种方法。然而，这些数据在“更详细”级别上的使用较少，以识别教学交付的具体问题。案例展示 本报告的目的是概述使用定性和定量数据来识别特定教学领域的问题，为新的教学方法提供信息并评估这些变化的影响所采取的方法。在定量和定性分析之后，一个关于奶牛群繁殖性能的实践课程被强调为一个需要改进的领域。在引入更加注重自主学习的新格式实践课后，平均分数显着提高（p < 0.001），学生不及格的比例下降（p < 0.001）评估了对奶牛群生育力数据的分析。此外，学生之间的 R 平方值 生育问题成绩和综合考试成绩从0.06提高到0.11。结论 定性焦点小组数据和考试成绩数据的定量分析相结合，代表了识别与兽医教学特定方面相关的问题的稳健方法。