Using Learning Theories to Develop a Veterinary Student Preparedness Toolkit for Workplace Clinical Training

Routh, Jennifer; Paramasivam, Sharmini Julita; Cockcroft, Peter D.; Nadarajah, Vishna Devi; Jeevaratnam, Kamalan

doi:10.3389/fvets.2022.833034

Cited by 5 publications

(9 citation statements)

References 73 publications

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“…This study has demonstrated that preparedness for veterinary WCT is complex and highly contextualised. Whilst acknowledging that the transition into veterinary WCT is likely to be a CILP and students can never be fully prepared for it, using our conceptual framework (the "Preparedness Toolkit" [42]) as a starting point, we have inductively identified preparedness characteristics that would be beneficial for students to possess to facilitate their learning and working in the veterinary workplace. Future work should assess the relative importance of these preparedness characteristics and to determine whether there are differences in perspectives between stakeholder groups.…”

Section: Discussionmentioning

confidence: 99%

“…The "Preparedness Toolkit" conceptual framework [42] guides both the data collection and initial stages of analysis of this study. The tools within it are categorised into tool-types: students' personal attributes, knowledge and skills, behaviours and awarenesses (Fig.…”

Section: The "Preparedness Toolkit" Conceptual Frameworkmentioning

confidence: 99%

“…The virtual room was opened fifteen minutes prior to the scheduled start time to identify any technical difficulties and to promote participant interaction. Participants were given a short introductory presentation on the motivation for the study and were presented with the "Preparedness Toolkit" [42] as a point of departure for the upcoming interview.…”

Section: Group Interview Proceduresmentioning

confidence: 99%

“…To gain an emic perspective, open questions from a prompt sheet that aligned with the "Preparedness Toolkit" framework [42] were used, followed by closed questions to probe participants. New lines of enquiry were generated from the previous participant talk.…”

Section: Group Interview Proceduresmentioning

confidence: 99%

“…For these reasons, some scholars propose that it is not possible to be fully prepared for a transition in clinical education, and it should be viewed as a 'critically intensive learning period' (CILP) [40]. Acknowledging this school of thought, the "Preparedness Toolkit" [42] is a useful way to think about preparedness for WCT (Fig. 1).…”

Section: Introductionmentioning

confidence: 99%

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Stakeholder perspectives on veterinary student preparedness for workplace clinical training – a qualitative study

et al. 2022

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Background The success of workplace clinical training (WCT) is important given that veterinary students are licensed to work independently upon graduation. Considering this, it is perhaps surprising that there is limited published work describing what it means to be prepared for this educational experience, particularly given that the transition to WCT can be stressful for students. This paper reports the results of a qualitative study aiming to generate a rich understanding of veterinary student preparedness for WCT using emic, or insider, perspectives of key stakeholders. Methods From a constructivist standpoint, homogenous online group interviews were held with final year veterinary students, recent student alumni, clinical supervisors, faculty, and academic educationalists to discuss what it means to be prepared for WCT. The data was analysed using a template analysis approach. Results A three-tier taxonomy to describe preparedness for WCT was constructed from the data. At the topmost level, there were seven themes to illuminate different aspects of preparedness: students should be prepared 1) for the transition to learning and working in a clinical and professional environment, 2) for self-directed and experiential learning whilst working, 3) with a growth mindset, 4) with intrinsic motivation and enthusiasm for learning and working, 5) for communication, consultation and clinical reasoning, 6) with the knowledge for work, and 7) with the practical competence and confidence for work. Conclusions This study provides a deeper understanding of the tools we can provide, and the attributes we can nurture in, senior veterinary students to facilitate their learning and working during WCT. This improved understanding is a necessary precursor to refining pedagogical support and curriculum design within veterinary schools.

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Section: Discussionmentioning

confidence: 99%

Section: The "Preparedness Toolkit" Conceptual Frameworkmentioning

confidence: 99%

Section: Group Interview Proceduresmentioning

confidence: 99%

Section: Group Interview Proceduresmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Stakeholder perspectives on veterinary student preparedness for workplace clinical training – a qualitative study

et al. 2022

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Clinical supervisors' and students' perspectives on preparedness for veterinary workplace clinical training: An international study

Routh,

Paramasivam,

Cockcroft

et al. 2023

Veterinary Record

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BackgroundThe alignment of student and workplace supervisors’ perspectives on student preparedness for veterinary workplace clinical training (WCT) is unknown, yet misalignment could negatively impact workplace learning. The aim of this study was to quantify the relative importance of WCT preparedness characteristics according to students and supervisors and to identify differences.MethodsA survey was completed by 657 veterinary students and 244 clinical supervisors from 25 veterinary schools, from which rankings of the preparedness characteristics were derived. Significant rank differences were assessed using confidence intervals and permutation tests.Results‘Honesty, integrity and dependability’ was the most important characteristic according to both groups. The three characteristics with the largest rank differences were: students’ awareness of their own and others’ mental wellbeing and the importance of self‐care; being willing to try new practical skills with support (students ranked both of these higher); and having a clinical reasoning framework for common problems (supervisors ranked higher).LimitationsUsing pooled data from many schools means that the results are not necessarily representative of the perspectives at any one institution.ConclusionThere are both similarities and differences in the perspectives of students and supervisors regarding which characteristics are more important for WCT. This provides insights that can be used by educators, curriculum developers and admissions tutors to improve student preparedness for workplace learning.

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Identifying Benefits, Challenges, and Options for Improvement of Veterinary Work-Based Learning in Bangladesh

Sattar¹,

Hoque²,

Irin³

et al. 2023

Journal of Veterinary Medical Education

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Work-based learning (WBL) provides relevant contemporary experience of working environments. Potential benefits for students include developing invaluable skills (clinical, personal, cultural, and professional) and gaining greater awareness of the profession and future career opportunities. However, there are also challenges related to running and sustaining a successful WBL program. In the context of this study, WBL refers to external placements undertaken by final-year students. The aims of the study were to identify ways to optimize the benefits while managing the challenges in delivering WBL in a veterinary curriculum. An in-depth study was undertaken at Chattogram Veterinary and Animal Sciences University (CVASU), Bangladesh, where a WBL program has been in place for 20 years. Final-year veterinary students at CVASU were surveyed to ascertain WBL experiences; survey findings were further explored in focus groups with students, recent graduates, faculty, and placement providers. Most agreed that they had sufficient opportunities to observe, assist, and directly handle pet and farm animals with top skills learned, including clinical diagnosis and communication, and recognized the value of learning in professional workplaces. Based on suggested areas of improvement, the following recommendations can be made: carefully selecting placements, adjusting time allocation, improving communication and building strong collaborations with placement providers, allowing students to customize more placements to align with their career preferences, and staffing adequately to arrange placements and manage a WBL program. Overall, results suggest the current WBL arrangements at CVASU are reasonably good, but there are some specific areas for improvement.

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Using Learning Theories to Develop a Veterinary Student Preparedness Toolkit for Workplace Clinical Training

Cited by 5 publications

References 73 publications

Stakeholder perspectives on veterinary student preparedness for workplace clinical training – a qualitative study

Stakeholder perspectives on veterinary student preparedness for workplace clinical training – a qualitative study

Clinical supervisors' and students' perspectives on preparedness for veterinary workplace clinical training: An international study

Identifying Benefits, Challenges, and Options for Improvement of Veterinary Work-Based Learning in Bangladesh

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