Transcript of Scientific Research on Veterinary Education T.J. Parkinson.
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- Scientific Research on Veterinary Education T.J. Parkinson
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- Once, it was easy we told students all they needed to know,
they learned it, and we sent them out into the profession Then we
encountered the information explosion Now theres too much
information to remember High school teaching has changed Gen x and
y Has required new approaches to curriculum
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- What happens when students are overloaded: Pre entry Year 1
Year 5 Year 4Year 3 Year 2 Motivation Too much memorization Shallow
learning Too much content, Disengagement Poor retention
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- Curriculum development has aimed to: overcome the bad effects
of overload improve student motivation and learning
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- Or am I teaching it just because I want to? Am I teaching this
because it is required to meet the learning outcomes? Principle 1:
Curriculum defined by outcomes Learning and Graduate Outcomes To
define what students actually need to learn Thereby setting the
maximum content of the programme Thereby setting boundaries on how
much students need to learn
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- Therapeutics Pathology Medicine Animal husbandry Surgery
Anatomy & Physiology Infectious diseases Principle 2: Knowledge
doesnt come in silos
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- Therapeutics Pathology Medicine Animal husbandry Surgery
Rather, professional problem-solving is about integrating
knowledge
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- High level Low level PassiveActive Engagement Student activity
/ teaching method Biggs, 1999 Academic Non-Academic Even mediocre
students perform well in an active learning environment Principle
3: Students learn best in an active learning environment
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- Enquiry and Active Learning Problem based learning Integrated
learning activities Inquiry based activities Case-based learning
Problem solving activities Case-augmented activities
Problem-basedHybrid Didactic
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- Simulations, e-learning and even games Retention Engagement
Augments scarce facilities Does not require use of live
animals
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- Characteristics of enquiry-based learning Authentic learning
Problem characteristics Creates context Integrates professional
skills Ensures curriculum integration Develops research skills Self
directed and collaborative Is enjoyed by students Encourages deep
learning Resource intensive Gaps in coverage Requires aligned
assessment
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- Principle 4: Professional skills just as important Biosecurity
and enforcement Client and communication skills Business skills
Ethical and moral behaviour Continuing education Self care, self
management
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- Proper Curriculum Oh, that stuff Students do not engage with
professional skills if they seem to be quasi-optional add-ons
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- It has to be centre stage, and performance has to be assessed
and essential for graduation
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- Knows about [the professions] behavioural norms Value system
that controls behaviour. Behaviour is pervasive, consistent
Acknowledgement /acceptance of its behavioural norms Learning in
the affective domain is also hierarchical
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- Blueprinting curriculum, so that knowledge, technical skills
and professional skills have assigned roles for each graduate
attribute
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- Authentic and valid {what is being tested?} Planned {systematic
sampling of knowledge/skills} Aligned with (i) outcomes and (ii)
teaching methods Global criteria {not minutiae} Direct observation
Workplace or clinic based {rather than classroom} Principle 5: How
students are assessed determines how (and what) they learn Image
Credit: Ronald Harden (r.m.harden@dundee.ac.uk) OSCE Oral or viva
voce examination Real or simulated patients
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- Veterinary education in the context of a changing landscape of
tertiary education Teacher-drivenStudent-centred
Didactic/passiveProblem-orientated and/or active
Discipline-basedIntegrated Professional skills as peripheral
add-ons Professional skills are integral to curriculum Irrelevant
assessmentAuthentic assessment Content determined by graduate
outcomes Cover everything