Alumni‐based evaluation of a novel veterinary curriculum: are Nottingham graduates prepared for clinical practice?

Abstract

IntroductionOutcomes-based education has been the core of the curriculum strategy of the Nottingham School of Veterinary Medicine and Science (SVMS) since its inception in 2006. As part of the ongoing curriculum evaluation, the first two graduating cohorts were invited to provide an appraisal of their preparation by the SVMS curriculum for their role in clinical practice. This paper provides brief accounts of the SVMS curriculum model, the development of the evaluation instrument and the findings of the alumni survey.Materials and MethodsThe evaluation instrument contained 25 attributes expected of SVMS graduates. Alumni rated their preparation for practice in relation to each attribute.ResultsThe four highest rated characteristics were compassion for animals and the application of ethics to animal welfare; communication skills; recognising own limitations and seeking help and advice where needed and clinical examination skills. The four lowest rated were clinical case management and therapeutic strategies; dealing with veterinary public health and zoonotic issues; knowledge of current veterinary legislation and dealing with emergency and critical care cases. Free text responses were in line with these quantitative findings.ConclusionThe results indicate that this sample of SVMS graduates were satisfied with their undergraduate education and felt well prepared for their role in clinical practice.

The Use of Contextualized Standardized Client Simulation to Develop Clinical Reasoning in Final-Year Veterinary Students

“…Vinten et al (5) conducted a qualitative investigation into clinical reasoning development at one UK veterinary school -finding that graduates faced a steep learning curve when entering practice. This is both supported (15) and refuted (16) by survey data from other authors.…”

Making the transition to practice: building competence, confidence and trust

“…22 Previous studies on veterinary graduate support levels have been contradictory, with both positive and negative perceptions reported. 3,5,6,24 Despite this, there appears to be acknowledgement within the profession of the need for structured support during the transition to practice, perhaps prompted by the recruitment challenges faced. 15 Recent years have seen a rise in the number of formal graduate training schemes being ofered by vet practices and groups, and an increased focus on ensuring graduate success by vet schools.…”

“…THE transition from undergraduate veterinary student to qualiied, practicing clinician has long been recognised as a challenging time. [1][2][3][4][5][6][7][8] Graduates have to negotiate the move from the relative safety of a learning environment to the more complex reality of practice, where errors can be, very literally, a matter of life or death. 1,9 During this period, substantial learning must occur in order for graduates to develop their practical skills and clinical reasoning to the level required for the day-to-day functioning of being a vet.…”

“…The transition from undergraduate veterinary student to qualified, practicing clinician has long been recognised as a challenging time 1‐8 . Graduates have to negotiate the move from the relative safety of a learning environment to the more complex reality of practice, where errors can be, very literally, a matter of life or death 1,9 .…”

Evaluation of an undergraduate occupational health program in Iran based on alumni perceptions: a structural equation model

“…Learning resources such as the library, computer rooms, office space, and laboratory facilities should be assessed. Adequate resources must be available for a program to accomplish its mission [ 9 ]. While evaluation studies in higher education have proposed a range of variables for evaluating academic programs, few studies have investigated the relationships of variables such as curriculum, institutional resources, and properties of the faculty members with learning outcomes.…”