Identifying the Barriers to Incorporating Reflective Practice into a Veterinary Curriculum

2021 ◽  
pp. e20200040
Author(s):  
Denis Duret ◽  
Nuria Terron-Canedo ◽  
Margaret Hannigan ◽  
Avril Senior ◽  
Emma Ormandy
Keyword(s):  
Reflective Practice ◽  
Student Perceptions ◽  
Well Being ◽  
Veterinary Science ◽  
Large Role ◽  
Veterinary Students ◽  
Professional Accountability ◽  
Veterinary Surgeons ◽  
The University ◽  
Veterinary Curriculum

A portfolio with good reflective content can play a large role in learning and setting up the lifelong learning practice required by veterinary surgeons in practice or in research. The aim of this project was to investigate students’ experience with their reflective diaries within an electronic portfolio (e-portfolio). Focus groups were conducted with veterinary students at the University of Liverpool in years 1–4 to explore student perceptions of the e-portfolio, with an emphasis on reflection. Three themes emerged from the qualitative analysis: assessment, understanding the assignment (i.e., is it a useful and fair exercise?), and student well-being (i.e., stress, professional accountability, anxiety). Students had clear concerns about the assessment and did not see the relevance of the reflective diaries to their future career and learning. This has led the university’s School of Veterinary Science to restructure the reflections on professional skills in the portfolio.

scholarly journals An integrated review of the role of communication in veterinary clinical practice

2020 ◽  
Vol 16 (1) ◽  
Author(s):  
Jack K. H. PUN
Keyword(s):  
Communication Skills ◽  
Communication Training ◽  
Veterinary Science ◽  
Communication Research ◽  
Review Of Literature ◽  
Veterinary Students ◽  
Critical Appraisal Skills ◽  
Keyword Searching ◽  
Veterinary Curriculum

Abstract Background There is a growing interest in exploring the nature of communication in veterinary medicine and understanding how veterinary practitioners communicate with their clients and other professionals. This is the first integrative review of literature on veterinary communication. Applying the PRISMA model, the PubMed, PsychInfo and ERIC databases were searched using keywords such as ‘veterinary’, ‘vet’, ‘communication’ and ‘interaction’ for related articles published between 1 January 2000 and 31 December 2018. Results Keyword searching through the databases yielded 1572 related studies. Only 48 of these studies were included in our analysis after an in-depth review by two independent reviewers using the critical appraisal skills Programme frameworks with high inter-rater reliability (Cohen’s kappa coefficient κ > 0.8). The existing body of research on veterinary communication can be classified into three major areas: (a) client–veterinarian communication, (b) cross-disciplinary communication in a professional veterinarian team and (c) training of veterinary communication skills. This review details the complexity and heterogeneity of agenda in the field of veterinary communication. The included studies indicate that veterinary practitioners are not equipped with specific communication skills to address different agendas in veterinary communication. The veterinary curriculum should include a component on communication training that can help veterinary students acquire necessary communication skills that allow them to effectively communicate with clients and other professionals Conclusion This review detailed the complexity of agendas in the field of veterinary communication. The results indicate that veterinary practitioners can further benefit from training on specific communication skills that address the agendas found in veterinary communication research. Furthermore, the veterinary curriculum should include a component on communication training that equips veterinary students with the necessary communication skills that allow them to effectively communicate with different stakeholders such as clients and colleagues with and across the field of veterinary science.

An Interview with Sarah Mercer on Language Learner and Teacher Well-Being

Relay Journal ◽  
2019 ◽  
pp. 459-463
Author(s):  
Sam Morris ◽  
Sarah Mercer
Keyword(s):  
Positive Psychology ◽  
Foreign Language ◽  
Language Learning ◽  
Well Being ◽  
Learner Autonomy ◽  
Foreign Language Teaching ◽  
Language Learner ◽  
Language Teacher ◽  
New Directions ◽  
The University

In our June 2019 LAB session on Teacher/Advisor Education for Learner Autonomy, our featured interview was conducted with Sarah Mercer, Professor of Foreign Language Teaching and Head of ELT at the University of Graz, Austria. Sarah has published a wealth of papers in the field of language and teacher psychology, and co-edited many books including, most recently, New Directions in Language Learning Psychology (2016), Positive Psychology in SLA (2016), and Language Teacher Psychology (2018). Sarah was awarded the 2018 Robert C. Gardner Award for Outstanding Research in Bilingualism in recognition of her work. We were delighted that she was able to share her knowledge on the topic of language learner and teacher well-being with us during the session.

scholarly journals Bridging Recognition of Prior Learning (RPL) and Corporate Social Responsibility (CSR): Circular Flow of Interaction among the University, Industry, and People

2021 ◽  
Vol 13 (8) ◽  
pp. 4532
Author(s):  
Rumpa Roy ◽  
Hesham El Marsafawy
Keyword(s):  
Sustainable Development ◽  
Corporate Social Responsibility ◽  
Social Responsibility ◽  
Well Being ◽  
Prior Learning ◽  
Hands On ◽  
Recognition Of Prior Learning ◽  
Corporate Social ◽  
The University ◽  
University Industry

Universities foster a collaboration with industry with their commitment towards society. Corporate social responsibility (CSR) practices of organizations facilitate implementation of the recognition of prior learning (RPL) in higher education, while creating long-term opportunities for sustainable development. The researchers of this study come from two different disciplines, and aim to embed sustainable development strategies for transforming education by utilizing the capacity of educators and industry professionals, while also contributing to the community and economy. The researcher with a specialization in economics identified the well-being of the community and economy, and another researcher with a design and ergonomics background brought the concept of service design. Results of the conducted surveys imply that a skill gap exists in the labor market and participants from the community are interested in receiving hands on training from the industry. The researchers introduce a model focusing on the significance and implementation of RPL, allowing youth and adults to accumulate credit through non-formal and informal learning experiences. The model reflects how the university assesses the current skills and needs of the target communities, how they are communicated to industry by identifying potential areas of development, how industry responds to the needs by providing training, and how the university acknowledges prior learning and promotes potential candidates to contribute towards industry.

scholarly journals Reflecting on the contemporary relevance of the forgotten management pioneers: A creative auto/biography

2019 ◽  
Vol 12 (2) ◽  
pp. 205979911986328
Author(s):  
Hester Nienaber
Keyword(s):  
Reflective Practice ◽  
Well Being ◽  
Base Change ◽  
Theory And Practice ◽  
Organisational Performance ◽  
Relevant Today ◽  
Practice Gap ◽  
Theory Practice Gap ◽  
And Control

Management theory and practice are characterised by the ‘theory–practice gap’. A way of addressing this divide is to engage in reflective practice, in this instance, a creative auto/biography. This different way of presenting an old issue demonstrates how the original teachings of the management pioneers remain relevant today. The central issues are the purpose of the organisation and the role of both leadership and employees in unlocking human competence in pursuit of organisational performance. The concepts ‘autonomy’ and ‘control’ transpired as crucial, which could easily be misunderstood or misapplied. This personal reflection presents evidence on which to base change, enhancing the well-being of employees, societies and the profit of organisations. This article contributes to knowledge by making inaccessible knowledge, accessible and inclusive, and the expectation that the meaning emanating from this reflection will result in the management audience to reconsider management, advancing management science and benefitting society at large.

scholarly journals The Impact of Embedded iPad Use on Student Perceptions of Their Digital Capabilities

2018 ◽  
Vol 8 (3) ◽  
pp. 102 ◽  
Author(s):  
Matt Elphick
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Positive Impact ◽  
Student Body ◽  
Learning And Teaching ◽  
Digital World ◽  
Key Skills ◽  
The University ◽  
Teaching In Higher Education ◽  
The Impact

Digital capabilities are recognized as key skills that students must possess to learn and work in our increasingly digital world and have been the subject of a growing focus over recent years. Similarly, smartphones and, to a lesser degree, tablets are now ubiquitous within the student body, and many academics are beginning to leverage these devices for the purposes of learning and teaching in higher education. To further explore the possibilities of mobile technology, the iPilot project was created to explore the effects that embedded iPad use had on undergraduate students’ creativity, ability to collaborate with their peers and their perception of their digital capabilities. Focusing on the digital capabilities aspect of the project, this paper explores the results gathered. While the results are mixed, when combined with data taken from the Joint Information Systems Committee (JISC) Digital Experience Tracker, it does appear that using iPads in the university classroom can have a positive impact on certain digital behaviors and students’ perceptions of their digital skills.

Using Strategies from Physical Training of Athletes to Develop Self-Study Programs for Veterinary Medical Students

2021 ◽  
pp. e20200120
Author(s):  
Sandra F. San Miguel ◽  
Mike Robertson ◽  
Lindley McDavid
Keyword(s):  
Medical Students ◽  
Physical Training ◽  
Collegiate Athletes ◽  
Well Being ◽  
First Year ◽  
Veterinary Students ◽  
Study Program ◽  
Self Study ◽  
Study Programs ◽  
Veterinary Medical Students

Veterinary medical students, similar to elite collegiate athletes, are developing strategies for learning new skills and for self-care to take their performance to the next level. As veterinary students learn to successfully navigate an information-dense, high-volume curriculum, many sacrifice wellness, leadership opportunities, extracurricular activities, and social interactions. Strategies from athletes’ physical training were used to design a self-study program for first-year veterinary medical students. Major considerations in program design were the characteristics of the human being, learning goals, and contextual constraints. The study program included a warm-up, study sessions, and a cooldown. The program was offered to first-year veterinary medical students at Purdue University’s College of Veterinary Medicine. Thirty-two students requested study programs and 21 completed surveys at the semester end. Results were analyzed quantitatively and by using an adapted conventional content analysis approach. Responses were organized into three main domains: reason for participation, program utility, and program satisfaction. Students shared that the most helpful aspects of the program were assisting with organization and time management, providing accountability, and reducing overwhelm by enhancing well-being and performance; they reported that these learned skills would support their well-being as future professionals. This article describes the experiences of one group of veterinary students at one college using these programs. The long-term goal is to develop a model program for all veterinary students to manage curricular demands while maintaining well-being.

Attending to the Teacher in the Teaching: Prioritizing Faculty Well-Being

2021 ◽  
pp. 1-10
Author(s):  
Brianne H. Roos ◽  
Carey C. Borkoski
Keyword(s):  
Higher Education ◽  
Professional Learning ◽  
Well Being ◽  
Review Article ◽  
Faculty Members ◽  
High Expectations ◽  
The People ◽  
History Of ◽  
The Individual ◽  
The University

Purpose The purpose of this review article is to examine the well-being of faculty in higher education. Success in academia depends on productivity in research, teaching, and service to the university, and the workload model that excludes attention to the welfare of faculty members themselves contributes to stress and burnout. Importantly, student success and well-being is influenced largely by their faculty members, whose ability to inspire and lead depends on their own well-being. This review article underscores the importance of attending to the well-being of the people behind the productivity in higher education. Method This study is a narrative review of the literature about faculty well-being in higher education. The history of well-being in the workplace and academia, concepts of stress and well-being in higher education faculty, and evidence-based strategies to promote and cultivate faculty well-being were explored in the literature using electronic sources. Conclusions Faculty feel overburdened and pressured to work constantly to meet the demands of academia, and they strive for work–life balance. Faculty report stress and burnout related to excessively high expectations, financial pressures to obtain research funding, limited time to manage their workload, and a belief that individual progress is never sufficient. Faculty well-being is important for the individual and in support of scholarship and student outcomes. This article concludes with strategies to improve faculty well-being that incorporate an intentional focus on faculty members themselves, prioritize a community of well-being, and implement continuous high-quality professional learning.

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