Educational approaches aimed at preparing students for professional veterinary practice

Jaarsma, Alexandra; Dolmans, Diana; Scherpbier, Albert

doi:10.20506/rst.28.2.1926

Cited by 10 publications

(4 citation statements)

References 39 publications

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“…2,10 Professional skills have been consistently and repeatedly identified as necessary requirements for veterinarians by stakeholders, including clients, employers, and recent graduates. 2,[11][12][13][14] Professional skills are now an accepted part of veterinary education, are included in accreditation standards and many institutions have introduced mandatory courses in their curricula. [15][16][17][18][19][20] However, which specific skills constitute professional skills and the definition of professionalism have not been consistently established in veterinary or medical education.…”

Section: Introductionmentioning

confidence: 99%

Utilizing Stakeholder Consultations to Identify Context-Specific Professional Skills for Veterinary Graduates in Bangladesh

Chisty,

Guttin,

Irin

et al. 2023

Journal of Veterinary Medical Education

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Despite professional skills being part of the Day One Competences published by national as well as international accreditation bodies, veterinary schools in Bangladesh have limited associated teaching within their curricula. Therefore, our study aimed to identify the most important professional skills for veterinarians in Bangladesh through local consultation to inform future initiatives to change the curriculum. Eleven focus groups were conducted with 45 stakeholders who included veterinarians who supervise students on workplacements, faculty, recent graduates, final year students, and clients. The audio recordings were transcribed, translated into English from Bengali and analyzed using an inductive thematic approach. Professional skills were considered essential by all stakeholder groups. The most important professional skills were identified as communication, ethical conduct, teamwork, career options, financial management skills, lifelong learning, time management and self-appraisal. One of the best opportunities to practice many of the skills was identified as being during final year workplacements, while participating in extracurricular activities, learning by observing others and self-motivation were also considered valuable. Participants identified a need for more formal professional skills teaching within the curriculum. Challenges included finding space in the curriculum, raising awareness amongst university academics and engaging students and faculty in the new initiatives. This study has identified the most important professional skills in our context. Consultation with relevant regional stakeholders was crucial and will inform curricular change. The results are being used in the development of professional skills courses with the long-term aim of better preparing our graduates for their future careers.

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Section: Introductionmentioning

confidence: 99%

Utilizing Stakeholder Consultations to Identify Context-Specific Professional Skills for Veterinary Graduates in Bangladesh

Chisty,

Guttin,

Irin

et al. 2023

Journal of Veterinary Medical Education

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“…3 In this context, educational institutions must implement new strategies in their active teaching-learning methods, based on acquiring knowledge and developing abilities and skills, to prepare students for a professional career and to be competitive in the labour market. 4 Edu-cators are tasked with developing and incorporating innovative educational materials and adopting more modern techniques that enhance traditional lectures. 5 Active learning has been seen to increase examination performance, further supporting the adoption of this teaching practice in the regular classroom.…”

Section: Introductionmentioning

confidence: 99%

“…The role of the lecturer in the 21st century is not merely to transfer information, but rather to facilitate the development of students’ ability to apply basic knowledge and gain higher levels of understanding 3 . In this context, educational institutions must implement new strategies in their active teaching‐learning methods, based on acquiring knowledge and developing abilities and skills, to prepare students for a professional career and to be competitive in the labour market 4 . Educators are tasked with developing and incorporating innovative educational materials and adopting more modern techniques that enhance traditional lectures 5 .…”

Section: Introductionmentioning

confidence: 99%

Self‐directed learning using computer simulations to study veterinary physiology: Comparing individual and collaborative learning approaches

López‐Úbeda

García–Vázquez

2022

Veterinary Record

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Background: Advances in technology enable new educational resources geared towards situated learning and leading students to a more active education. Self-directed learning methodologies used along with simulators may represent a good alternative to traditional teaching methods. The aims of this study were to analyse veterinary students' degree of acceptance of selfdirected learning using the PhysioEx simulator in physiology, and to evaluate self-directed learning outcomes using different approaches (individual vs. collaborative). Methods: The study was carried out over three academic years. Students conducted different activities on the PhysioEx simulator, either in an individual or cooperative mode. Once the activities were finished, students voluntarily participated in an opinion survey regarding self-directed learning methodology. Finally, an evaluation of learning outcomes was made through Kahoot!.Results: Students expressed a high degree of satisfaction with this selfdirected learning method, with the combination of self-directed learning and gamification being scored the highest. Although students prefer the collaborative method, no differences in learning outcomes were found between the two learning approaches. Conclusion:The self-directed learning method in combination with gamification increased the motivation of students, who obtained suitable learning outcomes regardless of whether an individual or collaborative approach was followed.

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“…In this context, the universities must be implementing new strategies in their teaching-learning methods to include the expert skills required for students' future professional development and the ability to apply the specific acquired knowledge of each discipline (7), including other abilities, such as communication and critical thinking skills, the capacity for synthesizing information, and the ability to work cooperatively (25). Hence, the philosophy of learning has changed, and the ultimate goal of higher education is to prepare students for a professional career and how to be competitive in the labor market (24). In this new era, the teacher has ceased to be the main axis of teaching, and students have become the protagonists of their own learning.…”

Section: Introductionmentioning

confidence: 99%

Physiology learning for veterinary students: impact of guided practices on students’ opinion and physiological parameters

García–Vázquez

Romar

Gadea

et al. 2018

Advances in Physiology Education

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Over recent decades, education has increasingly focused on student-centered learning. Guided practices represent a new way of learning for undergraduate students of physiology, whereby the students turn into teacher-students and become more deeply involved in the subject by preparing and teaching a practical (laboratory) class to their peers. The goal was to assess the students' opinions about guided practices and how physiological parameters change during the activity. For this objective, two experiments were performed. First, a voluntary questionnaire on guided practices was completed by the students during 2 academic years. Students could also write a free text commentary. The positive answers obtained in the questionnaire and the free commentary responses point to the effectiveness of this methodology in students' minds. Negative aspects included the time spent preparing the activity, and the stress that students experienced in the teaching role. Second, information about how the teacher-students felt before teaching the practical class was self-reported, and physiological parameters related to stress (heart rate, pulse rate, blood pressure, arterial oxygen saturation, respiratory rate, and electrocardiogram recorded to evaluate R-R interval and heart rate variability) were measured immediately before and while the practical class was taught. This evaluation reported an increase in stress during the execution of the practice. In conclusion, despite a new and stressful situation, guided practices are of interest for the students as a learning tool and for the acquisition of skills that may be of use in their later professional lives.

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Educational approaches aimed at preparing students for professional veterinary practice

Cited by 10 publications

References 39 publications

Utilizing Stakeholder Consultations to Identify Context-Specific Professional Skills for Veterinary Graduates in Bangladesh

Utilizing Stakeholder Consultations to Identify Context-Specific Professional Skills for Veterinary Graduates in Bangladesh

Self‐directed learning using computer simulations to study veterinary physiology: Comparing individual and collaborative learning approaches

Physiology learning for veterinary students: impact of guided practices on students’ opinion and physiological parameters

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