In this presentation, I examine the role of a learning strategist by analysing anonymous feedback from 258 veterinary students collected over five terms at St. George’s University in Grenada. By analysing student feedback, this study contributes to evidence-based learning development and guides my practice in adopting a more flexible approach to personalized time management techniques and tailored self-testing formats, which helps maintain academic currency. Adapting to the rigorous demands of veterinary education requires more than subject mastery; it requires the use of evidence-based learning strategies (Reynolds, 2020). Many students struggle to develop effective learning strategies, which can hinder their academic progress (Laakkonen and Nevgi, 2014). This action research, grounded in reflective practice, seeks to explore two key questions: 1) How do veterinary students perceive the impact of academic support from a learning strategist? 2) How can these insights drive innovation in learning strategist practices? To address these questions, I collected anonymous feedback from 258 veterinary students and examined open-ended responses where students could share insights and experiences between Spring 2022 and Spring 2024. Using thematic analysis within a qualitative framework, I identified three key themes: Strategy Support, Student Action, and Emotional Support. I then analysed Likert scale responses, which largely reflected positive perceptions. This presentation will illustrate how I adapted my approaches based on student feedback, discuss the positive impact of these changes, and offer practical advice for others. By doing so, it highlights the importance of maintaining currency in learning development through continuous adjustment to student needs. The strategies I implemented, including presenting multiple options without judgment and customizing time management techniques and self-testing formats, highlight creative approaches to building a supportive learning environment. These findings emphasize the value of innovation in learning development, showing how feedback driven by student input can enhance student support strategies.
Jaclyn Tuason (Tue,) studied this question.