Veterinary education: how we got to where we are

Heath, Trevor J

doi:10.1111/avj.12702

Cited by 3 publications

(1 citation statement)

References 33 publications

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“…Professor Trevor Heath presented his paper to the Australian College of Veterinary Scientists . He gives his perspective on the development and current state of veterinary education in Australia.…”

Section: Education Ethics and Welfarementioning

confidence: 99%

In this issue – June 2018: Diversity of Haemophilus parasuis isolates from Australian piggeries · Detection of bovine noroviruses in Australian dairy cattle · Myocardial adenomatoid tumour in a calf · Hypertrophic cardiomyopathy in a horse · A history of veterinary education · Review of Q fever notifications in Victoria

Jackson¹

2018

Aust Veterinary J

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Section: Education Ethics and Welfarementioning

confidence: 99%

In this issue – June 2018: Diversity of Haemophilus parasuis isolates from Australian piggeries · Detection of bovine noroviruses in Australian dairy cattle · Myocardial adenomatoid tumour in a calf · Hypertrophic cardiomyopathy in a horse · A history of veterinary education · Review of Q fever notifications in Victoria

Jackson¹

2018

Aust Veterinary J

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Professional Skills Teaching Within Veterinary Education and Possible Future Directions

Byrnes¹

2021

Journal of Veterinary Medical Education

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Once ignored for their potential to take up precious time within the veterinary curriculum at the expense of hard science and technical competencies, professional skills such as ethical conduct, professional conduct, and communication skills are now considered essential in the creation of successful and employable graduates. Despite the requirement to include professional skills in veterinary curricula, limited communication among colleges and inconsistent documentation of curricular developments have led to a wide range of teaching and assessment methods with no consistent standards existing among colleges. Integration of professional competency teaching into the general curriculum is lauded widely, but barriers such as faculty buy-in have kept many colleges from moving toward a standard in which professional competencies are integrated into the general curriculum. The aim of this article is to provide veterinary educators and curriculum designers with an understanding of the rationale for including professional skills teaching within the curriculum while also presenting currently used, as well as recommended, strategies for effective instruction of professional skills.

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Examining the Motivational Climate and Student Effort in Professional Competency Courses: Suggestions for Improvement

Byrnes

Jones

Foerst

2024

Journal of Veterinary Medical Education

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The attainment of professional competencies leads to essential skills for successful and employable veterinarians. However, the inclusion of professional competencies in veterinary curricula is often underdeveloped, and it is sometimes less appreciated by students than the science/technical skill curricula. The aim of this study was to better understand students’ motivation within professional competency courses (PC courses) by (a) comparing students’ motivational perceptions in PC courses to those in science/technical skill courses (ST courses), (b) determining the extent to which students’ motivational perceptions predict their course effort, and (c) identifying teaching strategies that could be used to improve PC courses. Participants included students from eight courses enrolled in their first or second year of a veterinary college at a large land-grant university in the United States. A partially mixed concurrent dominant status research design was used to collect quantitative and qualitative data. Students completed closed- and open-ended survey items regarding their effort and the motivational climate in their courses. Compared to ST courses, students put forth less effort in PC courses; rated PC courses lower on empowerment, usefulness, and interest; and had higher success expectancies in PC courses. Although students’ perceptions of empowerment, usefulness, interest, and caring were significantly correlated with their effort, interest was the most significant predictor of effort in both PC and ST courses. Based on students’ responses to the open-ended questions, specific motivational strategies are recommended to increase students’ effort in PC courses, such as intentionally implementing strategies to increase students’ interest and perceptions of usefulness and empowerment.

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Veterinary education: how we got to where we are

Cited by 3 publications

References 33 publications

Professional Skills Teaching Within Veterinary Education and Possible Future Directions

Examining the Motivational Climate and Student Effort in Professional Competency Courses: Suggestions for Improvement

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