Teaching and Assessing Veterinary Professionalism

Abstract

The teaching and assessment of professional behaviors and attitudes are important components of veterinary curricula. This article aims to outline some important considerations and concepts which will be useful for veterinary educators reviewing or developing this topic. A definition or framework of veterinary professionalism must be decided upon before educators can develop relevant learning outcomes. The interface between ethics and professionalism should be considered, and both clinicians and ethicists should deliver professionalism teaching. The influence of the hidden curriculum on student development as professionals should also be discussed during curriculum planning because it has the potential to undermine a formal curriculum of professionalism. There are several learning theories that have relevance to the teaching and learning of professionalism; situated learning theory, social cognitive theory, adult learning theory, reflective practice and experiential learning, and social constructivism must all be considered as a curriculum is designed. Delivery methods to teach professionalism are diverse, but the teaching of reflective skills and the use of early clinical experience to deliver valid learning opportunities are essential. Curricula should be longitudinal and integrated with other aspects of teaching and learning. Professionalism should also be assessed, and a wide range of methods have the potential to do so, including multisource feedback and portfolios. Validity, reliability, and feasibility are all important considerations. The above outlined approach to the teaching and assessment of professionalism will help ensure that institutions produce graduates who are ready for the workplace.

Fostering Students’ Collaborative Learning Competencies and Professional Conduct in the Context of Two Gross Anatomy Courses in Veterinary Medicine

“…The importance of emphasizing professionalism even in the earliest years of undergraduate medical education, including in gross anatomy courses, has been pointed out in many studies (Escobar‐Poni and Poni, ; Lachman and Pawlina, ; Pawlina, ; Camp et al, ). The terms professionalism or professional skills which include many of the same skills included here were not used in this study because these skills also include many clinical first day skills and other skills such as business (Mossop and Cobb, ), which are relevant for the clinical stage of veterinary education. Since this was the first time professional conduct was given as a learning objective in anatomy curriculum, and since it differed from the anatomical learning objectives, the definition of this objective was discussed with the students during the first lecture of the course.…”

Ethics teaching in European veterinary schools: a qualitative case study

“…This four-part conceptual model of veterinary ethics is consistent with the views found in other studies that: (1) strongly suggest that veterinary ethics should be taught as part of the animal welfare curriculum (Friend 1990, de Boo and Knight 2005, Main and others 2005, Main 2010, Morton and others 2013); (2) defend a teaching approach for animal bioethics that is grounded on ethical theories and ethical decision-making (Hanlon and others 2007, Sandøe and Christiansen 2008); (3) establish a close connection between ethical reasoning and the curriculum of veterinary professionalism (Mossop and Cobb 2013); and (4) support a pedagogic approach to the legal curriculum in veterinary education that incorporates ethical analysis (Babcock and Hambrick 2006, Whittaker 2014). …”

A preliminary study to conceptualize professionalism in the field of veterinary medicine

“…In many publications (7,8,12,30), it is constantly pointed out that communication skills is related to professional excellence. For this reason, it is thought to be strange that this skill was expressed by very few veterinarians.…”

“…Compared with medicine, veterinary medicine has still got limited studies (12)(13)(14)(15)(16)(17)(18)(19)(20) on this subject, no true definition of veterinary professionalism exists and the teaching of the values and behaviors expected of veterinary professionals may not be explicit.…”

“…According to medical literature (5), individuals and institutions generally give short and precise definitions of professionalism; include three or four features to define medical professionalism. But in some resources (7)(8)(9)(10)12), some definations reveal a detailed list of keywords such as altruism (absence of self-interest), accountability, integrity, excellence (commitment to life-long learning), service, respect for others; additional humanistic qualities; honesty, scientific knowledge, duty, communication skills, personal values, ethical behaviour, moral values, responsibility to profession, decision making, manners, empathy, confidence and knowing limits, efficiency, trustworthy, collaboration, technical competency.…”