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

2021 ◽  
Author(s):  
Jenny Routh ◽  
Sharmini Paramasivam ◽  
Peter Cockcroft ◽  
Vishna Devi Nadarajah ◽  
Kamalan Jeevaratnam
Keyword(s):  
Clinical Training ◽  
Social Constructivist ◽  
Personal Attributes ◽  
Learning Theories ◽  
Veterinary Education ◽  
Student Preparedness ◽  
Knowledge And Skills ◽  
Veterinary Surgeons ◽  
Learning Conditions ◽  
Veterinary Student

Learning theories are logically related statements designed to explain what should or could be aspired to in establishing ideal learning conditions. Multiple theories can inform our understanding of a single concept, in this case: veterinary workplace clinical training (WCT), which occurs just prior to students’ graduation as competent veterinary surgeons. The competency movement has strongly influenced reforms in veterinary education and is considered important. In reflection of this, the term “preparedness” is operationalised here as a measure of the likelihood that the veterinary student is going to be a competent learner and participant during WCT. Preparedness itself is therefore important because it directly impacts performance. Workplace clinical training is explored through the lenses of cognitivist, social constructivist and socio-culturalist learning theories and used to inform student preparedness characteristics in terms of their behaviours, personal attributes, knowledge and skills, and awarenesses to optimise learning and participation.

scholarly journals European Association of Veterinary Diagnostic Imaging

2017 ◽  
Vol 73 (7) ◽  
pp. 445-447
Author(s):  
Karolina Naumowicz ◽  
Józef Szarek ◽  
Mariusz Zbigniew Felsmann
Keyword(s):  
Computed Tomography ◽  
Nuclear Medicine ◽  
Diagnostic Imaging ◽  
Technological Progress ◽  
European Association ◽  
Quality Of Services ◽  
New Techniques ◽  
Knowledge And Skills ◽  
Veterinary Surgeons

Diagnostic imaging is a branch of medicine that has been developing for over a century. Technological progress in this area has contributed to the emergence of new techniques such as nuclear medicine, computed tomography, and magnetic resonance. Mastering these techniques and skillfully using them requires physicians to continuously deepen their knowledge and skills. Therefore, the European Association of Veterinary Diagnostic Imaging (EAVDI) has been established to ensure that the quality of services provided by veterinary surgeons is of the highest quality.

Deeper Self-Directed Learning for the 21st Century and Beyond

2022 ◽  
pp. 50-77
Author(s):  
Sukie van Zyl ◽  
Elsa Mentz
Keyword(s):  
21St Century ◽  
Theoretical Basis ◽  
Social Constructivist ◽  
Constructivist Theory ◽  
Transfer Of Knowledge ◽  
Self Directed Learning ◽  
Knowledge And Skills ◽  
Directed Learning ◽  
Social Constructivist Theory

In this chapter, self-directed learning (SDL) and the competency to transfer knowledge between different contexts are positioned as essential competencies for the 21st century. Being able to transfer knowledge, especially between different contexts, has increasingly been indicated as essential competency for the 21st century. Transfer of knowledge and skills has however been neglected in SDL research. It is therefore argued that students should be deeper self-directed learners, who can take responsibility for their learning to obtain transferable competencies. Learners should be able to apply their knowledge and SDL skills to new and unknown situations in order to succeed in the 21st century and beyond. Social constructivist theory is suggested as theoretical basis for deeper self-directed learning (DSDL). In this chapter, the concept of DSDL will be defined, and various competencies associated with DSDL will be discussed. Finally, suggestions will be made to develop DSDL in education.

scholarly journals Evolution of the Teaching of Animal Welfare Science, Ethics and Law in European Veterinary Schools (2012–2019)

Animals ◽  
2020 ◽  
Vol 10 (7) ◽  
pp. 1238
Author(s):  
Nancy De Briyne ◽  
Jovana Vidović ◽  
David B. Morton ◽  
Manuel Magalhães-Sant’Ana
Keyword(s):  
Animal Welfare ◽  
Undergraduate Education ◽  
Common Good ◽  
Ethical Reasoning ◽  
Veterinary Education ◽  
Knowledge And Skills ◽  
Science Ethics ◽  
Societal Needs ◽  
Animal Welfare Science

Nowadays, animal welfare is seen as a ‘common good’ and a societal expectation. Veterinarians are expected to promote and ensure the welfare of animals under their care by using their scientific knowledge and skills in ethical reasoning and advocacy. Veterinary education must equip veterinary graduates with the necessary competences to fulfil these roles. In 2013, the Federation of Veterinarians of Europe (FVE) and the European Association of Establishment of Veterinary Education (EAEVE) adopted the Day-1 competences on animal welfare science, ethics and law for veterinary undergraduate education after having surveyed European veterinary schools in 2012. In 2019, the FVE carried out a follow-up survey to monitor the evolution of animal welfare teaching in Europe. A total of 82 responses were received, representing 57 faculties from 25 European countries. Overall results showed that the teaching of animal welfare science, ethics and law has increased in response to growing societal needs, and that welfare is more and more internally embedded in the profession, which is reflected in the curriculum. Nevertheless, at least one quarter of European schools still only partially meet the 2013 Day-1 competencies. This indicates the need for greater efforts, both from the EAEVE and from individual schools, to ensure that the teaching of animal welfare across Europe is standardised.

The Significance of the Learner Profile in Recognition of Prior Learning

2017 ◽  
Vol 68 (1) ◽  
pp. 24-40 ◽  
Author(s):  
Marici Snyman ◽  
Geesje van den Berg
Keyword(s):  
Personal Development ◽  
Formal Education ◽  
Life Stories ◽  
Personal Attributes ◽  
Prior Learning ◽  
Knowledge And Skills ◽  
Education Legislation ◽  
Recognition Of Prior Learning ◽  
Learner Profile ◽  
Higher Education Legislation

Recognition of prior learning (RPL) is based on the principle that valuable learning, worthy of recognition, takes place outside formal education. In the context of higher education, legislation provides an enabling framework for the implementation of RPL. However, RPL will only gain its rightful position if it can ensure the RPL candidates’ success. Hence, the purpose of this study is to describe the significance of the learner profile of candidates. In this study, empirical research was conducted, which entailed the analysis of RPL candidates’ life stories as narratives. The findings illuminated specific characteristics of RPL candidates in terms of personal attributes, learning contexts, knowledge, and skills gained through a process of personal development. The conclusion is that this calls for an RPL approach that explicitly considers the significance of the profile at learner, practitioner, and institutional level.

Quality foster care: who decides?

1996 ◽  
Vol 21 (1) ◽  
pp. 9-12 ◽  
Author(s):  
Dawn M. Juratowitch ◽  
Norman J. Smith
Keyword(s):  
Quality Control ◽  
Foster Parents ◽  
Research Study ◽  
Family Care ◽  
Personal Attributes ◽  
Educational Strategies ◽  
Foster Parenting ◽  
Knowledge And Skills ◽  
Care Workers ◽  
Selection Of

The selection of foster parents with qualities necessary to undertake care of other people's children is a difficult task. Little research has been done in identifying what the associated qualities are. This paper reports the first stage of a research study examining these qualities from the perspective of foster parents themselves and experienced family care workers. From a qualitative exercise involving 10 foster parents and 2 family care workers over 50 nominated qualities were elicited covering motivation; personal attributes; knowledge and skills with children and competencies emanating from experience. Arising from this exercise a model was constructed which identifies stages in foster parenting. This could enable differential educational strategies based on a competency approach to be developed in order to achieve a better level of quality control.

scholarly journals  Current concepts in simulation and other alternatives for veterinary education: a review

2012 ◽  
Vol 57 (No. 7) ◽  
pp. 325-337 ◽  
Author(s):  
M. Valliyate ◽  
NG Robinson ◽  
JR Goodman
Keyword(s):  
Health Personnel ◽  
Clinical Training ◽  
Economic Factors ◽  
Training Methods ◽  
Simulation Methods ◽  
Veterinary Education ◽  
Allied Health Personnel ◽  
Consumptive Use ◽  
Traditional Training ◽  
Veterinary Technicians

Driven by a combination of pedagogical, ethical and economic factors, the use of simulation technology and other alternatives to traditional training methods has become increasingly common in veterinary education as a means to teach basic and advanced concepts along with technical skills. When paired with well-structured and supervised clinical training on animal patients, these modern methodologies help educators fill gaps left by conventional methods, reduce and replace the consumptive use of live animals, and ultimately result in the graduation of more confident and proficient veterinarians, veterinary technicians, and allied health personnel. This article surveys an array of the simulation methods currently available for veterinary education and how they integrate with and enhance standard curricula.  

Learning Theory, technology and Practice

2011 ◽  
pp. 154-185
Author(s):  
Stephan Petrina
Keyword(s):  
Learning Theory ◽  
Teaching Practices ◽  
Informal Education ◽  
Learning Theories ◽  
Formal Schooling ◽  
Knowledge And Skills ◽  
Technology Studies ◽  
Theoretical Issues ◽  
The Way

Why do we use technologies in technology studies? Couldn’t we teach technology in a classroom without the complex lab and workshop infrastructures that characterizes technology studies? We could argue that this is by tradition; this is the way it always was. We could argue that we are involved in training students for occupations that use the technologies we use. We could argue that technology is naturally practical and demands that we offer practical activities. Tradition, vocation, or imitation. Not one of these three will get us very far. We could argue that students learn best when they are active; enactive experiences are best. With this argument, we verge on theoretical issues that underpin technology studies. However, neither experiencebased learning nor enactivism account for technologies in any adequate way. We need to retheorize learning theory to make it work for technology studies. Learning theories deal with specific notions of feelings, knowledge, and skills by addressing the problem of how we learn. Whether we are aware or not, our teaching practices are necessarily shaped by any number of learning theories. We are conditioned or socialized to express particular learning theories through years of participation in schooling and informal education. Sayings such as “we teach who we are” or “we teach how we were taught” suggest the power of our socialization into education. We are all products of our formal schooling and informal education.

Coaching Components That Create Success

2022 ◽  
pp. 43-66
Author(s):  
Jennifer White
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Real World ◽  
Teacher Educators ◽  
Learning Theories ◽  
Evidence Based ◽  
Knowledge And Skills ◽  
Adult Learning Theories ◽  
Teacher Success ◽  
Building Rapport

This chapter begins with an explanation of coaching and a brief overview of the benefits of coaching. Next, the characteristics of adult learners are described through adult learning theories and principles that provide the foundation for successful coaching. Evidence-based components from research of coaching are presented with practical strategies for implementation. For example, activities such as building rapport, developing and monitoring goals, conducting observations through video, and providing reflective feedback are presented. Additionally, real-world scenarios from the field for both pre-service and practicing teachers are included. The goal is to equip teacher educators with the knowledge and skills necessary to implement aspects of coaching into any class or PD to increase teacher success and student learning.

Clinical Training Guide for the Student Music Therapist: 2nd Edition Polen, Donna, Shultis, Carol, & Wheeler, Barbara (Eds.)

2018 ◽  
Vol 10 (1) ◽  
pp. 48
Author(s):  
Darlene Brooks
Keyword(s):  
Music Therapy ◽  
Clinical Training ◽  
Music Therapist ◽  
Knowledge And Skills

This is a second, expanded and updated edition of Clinical Training Guide for the Student Music Therapist, originally published in 2005. Designed for use by music therapy students at all levels of training, the information is organized to support the scaffolding of knowledge and skills as students advance through typical levels of involvement: observing session; participating and assisting; planning and co-leading; and ultimately leading sessions independently

Experiential Learning in Primary Care: Impact on Veterinary Students’ Communication Confidence

2017 ◽  
Vol 40 (4) ◽  
pp. 349-365 ◽  
Author(s):  
Daniella Barron ◽  
Deep Khosa ◽  
Andria Jones-Bitton
Keyword(s):  
Experiential Learning ◽  
Clinical Education ◽  
Skills Training ◽  
Integrative Approach ◽  
Veterinary Education ◽  
Veterinary Students ◽  
Clinical Communication ◽  
Self Confidence ◽  
Veterinary Student ◽  
Before And After

Experiential learning is essential in medical and veterinary student education and can improve students’ communication with clients during medical appointments. There is limited research in veterinary education investigating the effectiveness of experiential learning environments to provide an integrative approach to teaching. The present study uses an experiential learning environment to introduce an integrative approach to communication skills training in veterinary clinical education. Participants were final year veterinary students whose self-confidence around 28 common clinical communication statements frequently discussed in clinical practice was assessed before and after a 3-week experiential learning rotation. Client and veterinary doctor ratings on students’ performance were also assessed. Students’ self-confidence in all but one of the clinical communication statements improved significantly ( p < .05). Veterinary doctor and clients’ ratings were overall positive. The results from this study supports the use of experiential learning to promote an integrated learning approach in veterinary education.

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