The Importance Characteristics for Veterinary Workplace Clinical Training (WCT) in a Distributive Curriculum, from the Perspectives of Students, Academics, and Clinical Supervisors.

IF 1.1 3区 农林科学 Q3 EDUCATION, SCIENTIFIC DISCIPLINES Journal of veterinary medical education Pub Date : 2024-09-26 DOI:10.3138/jvme-2024-0041
Jennifer Routh, Sharmini Julita Paramasivam, Peter Cockcroft, Vishna Devi Nadarajah, Kamalan Jeevaratnam
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Abstract

Veterinary students, academics, and clinical supervisors are likely to have different perspectives on what it takes to be prepared for workplace clinical training (WCT). Differing expectations could confuse students if they receive conflicting messages about the skills and attributes to which they should aspire. Furthermore, they may struggle to engage with the affordances that workplaces provide for learning if unprepared. Using a survey, we ranked 91 preparedness characteristics and seven preparedness themes for WCT for importance, according to clinical supervisors, academics, and final-year veterinary students before and after undergoing WCT in a UK veterinary school employing a distributive model of WCT. Statistical analyses were used to determine 1) rank alignment and 2) significant differences in characteristic and theme rank among groups. The correlation among characteristic rankings was strongest between students and clinical supervisors, and weakest between clinical supervisors and academics. Honesty, integrity and dependability was the most important characteristic for students and clinical supervisors, whereas students' awareness that perfection is not expected was the most important characteristic for academics. The "knowledge" theme was ranked as significantly more important for academics compared to students pre-WCT. Therefore, differences in the expectations of students starting WCT have been demonstrated in this study. As the educational setting transitions from "classroom to clinic", academics and students must adapt their notions of preparedness to align with conceptions of learning and teaching in the workplace, while supervisors should be mindful of students' pre-existing expectations. Continuous communication and expectation alignment are necessary for a cohesive curriculum strategy.

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从学生、学者和临床督导的角度看分配式课程中兽医工作场所临床培训(WCT)的重要性特征。
兽医专业的学生、学者和临床导师很可能对工作场所临床培训(WCT)的准备工作有不同的看法。如果学生们收到的有关他们应追求的技能和特质的信息相互矛盾,那么不同的期望可能会让他们感到困惑。此外,如果没有做好准备,他们可能会难以利用工作场所提供的学习机会。通过一项调查,我们根据英国一所兽医学校的临床督导、学者和兽医专业毕业班学生在接受WCT分配模式前后的情况,对91个准备特征和7个WCT准备主题的重要性进行了排序。统计分析用于确定:1)等级一致性;2)组间特征和主题等级的显著差异。学生与临床督导之间的特征排名相关性最强,而临床督导与学者之间的相关性最弱。诚实、正直和可靠是学生和临床督导最重要的特征,而学生认识到不要求完美是学术界最重要的特征。对学术界而言,"知识 "这一主题的重要性明显高于 WCT 前的学生。因此,在本研究中,学生对开始 WCT 的期望出现了差异。随着教育环境从 "教室到诊所 "的过渡,学者和学生必须调整他们的准备观念,使之与工作场所的学习和教学观念相一致,而督导人员则应注意学生已有的期望。持续的沟通和期望值调整对于协调一致的课程策略是必要的。
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来源期刊
CiteScore
2.20
自引率
30.00%
发文量
113
审稿时长
>36 weeks
期刊介绍: The Journal of Veterinary Medical Education (JVME) is the peer-reviewed scholarly journal of the Association of American Veterinary Medical Colleges (AAVMC). As an internationally distributed journal, JVME provides a forum for the exchange of ideas, research, and discoveries about veterinary medical education. This exchange benefits veterinary faculty, students, and the veterinary profession as a whole by preparing veterinarians to better perform their professional activities and to meet the needs of society. The journal’s areas of focus include best practices and educational methods in veterinary education; recruitment, training, and mentoring of students at all levels of education, including undergraduate, graduate, veterinary technology, and continuing education; clinical instruction and assessment; institutional policy; and other challenges and issues faced by veterinary educators domestically and internationally. Veterinary faculty of all countries are encouraged to participate as contributors, reviewers, and institutional representatives.
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