Vicki H.M. Dale

Adult Learning in Veterinary Education: Theory to Practice

This paper argues the case for the increased application of adult learning principles to veterinary education. It encapsulates evidence from the United Kingdom, Europe, North America, and Australia to explain why it has taken veterinary schools so long to transform their curricula to best facilitate the development of lifelong learning skills, such as independent and self-directed learning, problem solving, and critical thinking. Despite the variation in training programs in these different regions, the paper identifies common issues-conflicting educational paradigms and the need for faculty development-and ultimately concludes that professional and continuing education should be viewed as a continuous process, supporting the adult learners cognitive development and facilitated through experiential learning.

Motivating factors and perceived barriers to participating in continuing professional development: a national survey of veterinary surgeons

Although continuing professional development (CPD) is regarded as mandatory by the Royal College of Veterinary Surgeons, it is not yet a statutory requirement. To understand what motivates veterinary surgeons to engage in CPD and perceived barriers to participation, a national survey was administered to a sample of the profession. The study sought to report overall opinion and to compare the views of different groups in terms of decade of graduation, gender, employment status, area of employment and position in the workplace. The results of the study are encouraging in that recent graduates would like to engage in more CPD, compared with their predecessors, and are the most intrinsically and extrinsically motivated. However, significant barriers to participation exist, including personal barriers, a lack of workplace support and a lack of CPD activities at a suitable time, location or level. Part-time workers reported higher barriers than full-time workers. Although the majority (90 per cent) of respondents receive all or part of their CPD funding from employers, a significant proportion (41 per cent) are required to fund at least part of their CPD. First-opinion practitioners reported significantly less access to a professional library, which has implications for lifelong learning and the practice of evidence-based veterinary medicine.

Web 2.0 and the veterinary profession: current trends and future implications for lifelong learning

The NOVICE project is an EU initiative under the Lifelong Learning Programme, which aims to develop an online, professional network to promote informal, lifelong learning within the veterinary profession, using Web 2.0 tools. To inform the development of the network, a need analysis study was undertaken with relevant stakeholders. Focus group discussions were undertaken with veterinary students and veterinarians and a survey was administered to first-year students and recent graduates. The results indicate that use of computers and the internet is ubiquitous among junior members of the profession and that use of Web 2.0 tools is increasing. Concerns raised in relation to participation in online communities include verifying the quality of information and issues around professionalism. Compared with face-to-face communities, online communities were perceived to offer a number of advantages. These include convenient access to expert advice on an international scale, as well as helping to alleviate certain barriers to participation in formal, continuing education such as time, distance and cost.

Developing an Online Professional Network for Veterinary Education: The NOVICE Project

An online professional network for veterinarians, veterinary students, veterinary educationalists, and ICT (Information and Communication Technology) educationalists is being developed under the EU (European Union) Lifelong Learning Programme. The network uses Web 2.0, a term used to describe the new, more interactive version of the Internet, and includes tools such as wikis, blogs, and discussion boards. Focus groups conducted with qualified and student veterinarians within the projects five founding countries (The Netherlands, Germany, United Kingdom, Hungary, Romania) demonstrated that online professional communities can be valuable for accessing information and establishing contacts. Online networks have the potential to overcome common challenges to face-to-face communities-such as distance, cost, and timing-but they have their own drawbacks, such as security and professionalism issues. The Network Of Veterinary ICt in Education (NOVICE) was developed using Elgg, an open-source, free social networking platform, after several software options had been considered. NOVICE aims to promote the understanding of Web 2.0, confidence to use social software tools, and participation in an online community. Therefore, the Web site contains help sections, Frequently Asked Questions, and access to support from ICT experts. Five months after the networks launch (and just over one year into the project) 515 members from 28 countries had registered. Further research will include analysis of a core groups activities, which will inform ongoing support for and development of informal, lifelong learning in a veterinary context.

Workplace-Based Assessment Instruments in the Health Sciences

A historical overview of the development of assessment instruments in the health sciences is presented here, with specific attention paid to workplace-based assessment instruments. Three instruments are reviewed in detail: the mini clinical evaluation exercise (mCEX), direct observation of procedural skills (DOPS), and multi-source feedback (MSF). Features common to these instruments include their authenticity, their use in assessing professional skills, and the opportunities they afford for the provision of feedback. Although almost exclusively used in graduate medical training, they are likely to play an increasingly important role in the assessment of veterinary undergraduate students in preparation for professional practice. However, the time and cost associated with implementing these instruments raises questions about their feasibility. The continued search for the holy grail of assessment instruments and the challenges relating to the need for trained assessors leads us to conclude that ultimately, the competence of health professionals should continue to be measured using several complementary instruments.

Enhancing clinical learning in the workplace: a qualitative study.

Workplace learning (WPL) is seen as an essential component of clinical veterinary education by the veterinary profession. This study sought to understand this type of learning experience more deeply. This was done utilising observations of students on intramural rotations (IMR) and interviews with students and clinical staff. WPL was seen as an opportunity for students to apply knowledge and develop clinical and professional skills in what is generally regarded as a safe, authentic environment. Clinical staff had clear ideas of what they expected from students in terms of interest, engagement, professionalism, and active participation, where this was appropriate. In contrast, students often did not know what to expect and sometimes felt under-prepared when entering the workplace, particularly in a new species area. With the support of staff acting as mentors, students learned to identify gaps in their knowledge and skills, which could then be addressed during specific IMR work placements. Findings such as these illustrate both the complexities of WPL and the diversity of different workplace settings encountered by the students.

Value and Benefits of Open-Book Examinations as Assessment for Deep Learning in a Post-graduate Animal Health Course

This study provides an overview of the perceptions of alumni in relation to their experience of open-book examinations (OBEs) as post-graduate students. This type of assessment was introduced as a way of allowing these adult learners to demonstrate their conceptual understanding and ability to apply knowledge in practice, which in theory would equip them with problem-solving skills required for the workplace. This study demonstrates that alumni-shown to be predominantly deep learners-typically regarded OBEs as less stressful than closed-book examinations, and as an effective way to assess the application of knowledge to real-life problems. Additional staff training and student induction, particularly for international students, are suggested as a means of improving the acceptability and effectiveness of OBEs.

Development and Evaluation of an Online Computer-Aided Learning (CAL) Package to Promote Small-Animal Welfare

RATIONALE FOR THE STUDY The aims of the study, conducted as a student research project in the 2004-5 session, were to develop an interactive, online computer-aided learning (CAL) package on the topic of small-animal husbandry; to validate the resource as a suitable lecture replacement for first-year veterinary students; and to raise awareness of current guidelines and legislation relating to small-animal housing among local catteries and kennels and in the wider community. METHODOLOGY Quantitative feedback was collected from student and teaching staff using paper-based questionnaires. Qualitative feedback was gathered from open questionnaire responses and through focus-group discussions with students. Student examination marks were compared for 2004 and 2005, allowing a comparison of student performance before and after the replacement of the traditional lecture with the CAL package. Ethical approval for the study was granted by the facultys Ethics Committee. RESULTS AND CONCLUSIONS The CAL package on small-animal housing was well received by teaching staff and students; student performance in examinations improved after the introduction of the CAL program, suggesting that it provides a suitable alternative to didactic teaching. The creation and distribution of the CAL package on CD-ROM and its availability via the Internet are intended to contribute to small-animal welfare education in local catteries and kennels and further afield. The package sets a precedent for the development of more Internet-based, student-authored CAL packages in the future, providing additional resources for independent learning.

APPROACHES TO INSPECTING COMPUTED TOMOGRAPHIC AND MAGNETIC RESONANCE STUDIES

There is a need to better understand how to optimally inspect large image datasets. The aim of the present study was to complement experimental studies of visual perception by using an online questionnaire to collect opinions of practicing veterinary radiologists about the approaches they use when inspecting clinical computed X-ray tomography (CT) and/or magnetic resonance (MR) studies, and to test associations between radiologists approaches and their training, experience, or caseload. Questionnaires were received from 90/454 (20%) American College of Veterinary Radiology (ACVR) Diplomates and 58/156 (37%) European College of Veterinary Diagnostic Imaging (ECVDI) Diplomates, providing 139 complete responses for CT studies and 116 for MR. Questionnaire responses differed for the following variables: specialty college, years since Board Certification, CT and MR caseload, and type of practice. ACVR Diplomates more frequently inspected multiple anatomic structures in CT and MR images before moving on to the next image, and ECVDI Diplomates more frequently inspected a specific anatomic structure through a series, then went back and checked another structure. A significant number of radiologists indicated that they initially ignore the history, adopt relatively rigid search patterns with emphasis on viewing images in a predetermined order with minimal deviation, and arrange series of images to facilitate comparisons between images, such as pre- and postcontrast images. Radiologists tended to adopt similar approaches for both CT and MR studies. Findings from this study could be used as foci for teaching novices how to approach large imaging studies, and provide guidance for case-based assessment of trainees.

An International Survey of Veterinary Students to Assess Their Use of Online Learning Resources

Todays veterinary students have access to a wide range of online resources that support self-directed learning. To develop a benchmark of current global student practice in e-learning, this study measured self-reported access to, and use of, these resources by students internationally. An online survey was designed and promoted via veterinary student mailing lists and international organizations, resulting in 1,070 responses. Analysis of survey data indicated that students now use online resources in a wide range of ways to support their learning. Students reported that access to online veterinary learning resources was now integral to their studies. Almost all students reported using open educational resources (OERs). Ownership of smartphones was widespread, and the majority of respondents agreed that the use of mobile devices, or m-learning, was essential. Social media were highlighted as important for collaborating with peers and sharing knowledge. Constraints to e-learning principally related to poor or absent Internet access and limited institutional provision of computer facilities. There was significant geographical variation, with students from less developed countries disadvantaged by limited access to technology and networks. In conclusion, the survey provides an international benchmark on the range and diversity in terms of access to, and use of, online learning resources by veterinary students globally. It also highlights the inequalities of access among students in different parts of the world.