Best practice versus farm practice: Perspectives of lecturers and students at agricultural colleges in England on management of lameness in sheep
Best practice versus farm practice: Perspectives of lecturers and students at agricultural colleges in England on management of lameness in sheep
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DOI：
10.1016/j.jrurstud.2019.11.014
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发表时间：
2020-02-01
影响因子：
5.1
通讯作者：
Green, Laura E.
中科院分区：
文献类型：
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作者：
Clifton, Rachel;Reeves, Michelle C.;Green, Laura E.
我们运用信任和知识的概念，探讨如何将有关羊足病治疗的科学证据翻译给农业院校的学生。我们探讨了不同形式的信任（同伴、能力和承诺）在促进学生和举报人之间关系中的作用。我们还调查了学生如何获得知识，以及这如何影响他们治疗快步的做法。我们发现，尽管在大学里被教授循证实践（抗生素治疗和不修脚），大多数学生仍然会使用传统的农场实践（修脚）来治疗小脚。学生在羊场工作时从农民那里获得了传统实践的隐性知识，这些农民对学生的实践有很强的影响；学生对“已知的农民”有很高的同伴信任。表现出能力的大学讲师赢得了学生的信任，但如果这没有发生，那么讲师和学生之间的沟通就会失败。学生在大学里获得明确的循证实践的课堂知识，因为实践经验学习有限。这种明确的知识通常不足以改变行为，除非学生信任他们的讲师。我们的研究结果表明，农业经验占课堂经验的主导地位，因此仅靠大学教育并不能确保采用循证实践。
We use the concepts of trust and knowledge to explore translation of scientific evidence about treatment of ovine footrot to students studying at agricultural colleges. We explore the role of different forms of trust (companion, competence and commitment) In facilitating relationships between students and informants. We also investigate how students acquire knowledge, and how this influences their practices for treating footrot. We find that despite being taught evidence-based practice (antibiotic treatment and no foot trimming) at college, most students would still use traditional farm practice (foot trimming) to treat footrot Students develop tacit knowledge of traditional practices from farmers whilst working on sheep farms and these farmers have a strong influence on students' practices; students have high levels of companion trust for "known farmers". College lecturers who demonstrate competence gain students' trust, but where this does not occur there is a failure in communication between lecturer and student. Students acquire explicit classroom knowledge of evidence-based practice at college because there is limited practical experiential learning. This explicit knowledge is typically insufficient to change behaviour, unless students trust their lecturer. Our findings indicate that farming experience dominates over classroom experience and so college education alone will not ensure uptake of evidence-based practice.