Veterinary Medical Education : (Record no. 124766)
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| fixed length control field | 11000nam a22005053i 4500 |
| 001 - CONTROL NUMBER | |
| control field | EBC4829172 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | MiAaPQ |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20240729131153.0 |
| 006 - FIXED-LENGTH DATA ELEMENTS--ADDITIONAL MATERIAL CHARACTERISTICS | |
| fixed length control field | m o d | |
| 007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION | |
| fixed length control field | cr cnu|||||||| |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 240724s2017 xx o ||||0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9781119125020 |
| Qualifying information | (electronic bk.) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| Canceled/invalid ISBN | 9781119125006 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (MiAaPQ)EBC4829172 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (Au-PeEL)EBL4829172 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (CaPaEBR)ebr11365265 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (CaONFJC)MIL1003517 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (OCoLC)970396736 |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | MiAaPQ |
| Language of cataloging | eng |
| Description conventions | rda |
| -- | pn |
| Transcribing agency | MiAaPQ |
| Modifying agency | MiAaPQ |
| 050 #4 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | SF748.V484 2017 |
| 082 0# - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 636.089071/1 |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Hodgson, Jennifer L. |
| 245 10 - TITLE STATEMENT | |
| Title | Veterinary Medical Education : |
| Remainder of title | A Practical Guide. |
| 250 ## - EDITION STATEMENT | |
| Edition statement | 1st ed. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Place of production, publication, distribution, manufacture | Newark : |
| Name of producer, publisher, distributor, manufacturer | John Wiley & Sons, Incorporated, |
| Date of production, publication, distribution, manufacture, or copyright notice | 2017. |
| 264 #4 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Date of production, publication, distribution, manufacture, or copyright notice | ©2017. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 1 online resource (651 pages) |
| 336 ## - CONTENT TYPE | |
| Content type term | text |
| Content type code | txt |
| Source | rdacontent |
| 337 ## - MEDIA TYPE | |
| Media type term | computer |
| Media type code | c |
| Source | rdamedia |
| 338 ## - CARRIER TYPE | |
| Carrier type term | online resource |
| Carrier type code | cr |
| Source | rdacarrier |
| 505 0# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Cover -- Title Page -- Copyright -- Dedication -- Contents -- List of Contributors -- Preface -- Icons -- Part I The Curriculum -- Chapter 1 Curricular Design, Review, and Reform -- Introduction -- What Is a Curriculum? Definition and Standards -- Definition -- Standards for the Curriculum -- Factors Influencing Curricular Design -- Steps in Curricular Design and Development -- Step 1: Identify the Overall Purpose of the Educational Program -- Step 2: Determine the Specific Student Learning Outcomes or Competencies -- Step 3: Determine the Content to Be Included -- Core and Elective Curricula -- Content Overload -- Just in Time" versus "Just in Case -- Step 4: Determine the Organization of the Content, Including the Sequence in Which It Is Covered -- Modular Curricular Design -- Integrated Curricular Design -- Spiral Curriculum -- Step 5: Determine the Educational Strategies or Learning Methods -- Student-Centered versus Teacher-Centered Learning -- Inquiry-Based Learning versus Information-Oriented Learning -- Integration versus Subject- or Discipline-Based Learning -- Community-Based Learning versus Veterinary Teaching Hospital -- Elective versus Core -- Systematic versus Opportunistic Approach -- Scaffolded Active Learning in Veterinary Curricula -- Step 6: Determine Learning and Teaching Methods -- Lectures and Whole-Class Activities -- Small-group activities -- Self-Directed Learning -- E-learning -- Laboratory Classes, Including Animal-Use Courses -- Learning in Clinical Skills Laboratories and Simulations -- Learning in Veterinary Teaching Hospitals and Distributed Sites -- Step 7: Determine How the Student's Progress Will Be Assessed -- Blueprint Valid and Reliable Assessments within an Assessment Program -- Determine the Level of Learning to Be Attained. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Step 8: Communicate the Curricular Design and Principles to All Stakeholders, Including Students -- Step 9: Include Consideration of the Educational Environment -- Step 10: Determine How the Curriculum Will Be Managed, Including Resource Allocation -- Curricular Review and Reform -- Reasons for Change -- Models of Change -- Lewin's Unfreeze-Change-Refreeze Model -- The Change Curve -- Kotter's Eight-Stage Process for Creating Major Change -- Process for Curricular Change within Medical Schools -- Lessons Learned -- Ongoing Evaluation: A Better Process -- Conclusion -- References -- Chapter 2 Competency-Based Education -- Introduction -- The Changing Role of Veterinary Professionals in Healthcare -- Competency-Based Education -- Outcomes, Competencies, and Frameworks -- The Rationale for Competency-Based Education -- A Focus on Curricular Outcomes -- An Emphasis on Abilities -- Entrustable Professional Activities -- A De-emphasis of Time-Based Training -- The Promotion of Learner Centeredness -- From Theory to Practice -- The Organization of the Curriculum -- The Assessment Program -- Faculty Development -- Student Learning -- Conclusion -- References -- Chapter 3 Curriculum Mapping -- Introduction -- Getting Started -- Step 1: Deciding on Content -- Step 2: Selecting the Database -- Step 3: Entering the Data -- Step 4: Retrieving the Data -- Step 5: Analyzing the Data -- Conclusion -- References -- Part II Learning and Teaching Strategies -- Chapter 4 Learning Concepts and Theories, and Their Application to Educational Practice -- Introduction -- What Is Knowledge -- What Is Learning? -- The Big Three Theories of Learning -- Behaviorism -- Cognitivism -- Social Constructivism -- Learning Theories and Their Relationships -- Learning Theories Related to Learner Maturity -- Learning Theories Related to Learner Capacity. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Learning Theories Relating to Styles/Preferences/Approaches -- Emotion and Learning -- Implications of Learning Theories for Teaching -- Curricular Design -- Sequential Knowledge and Skills Development -- Recognition of Developing Learner Maturity -- Clarity over Relevance of Courses/Modules -- Avoidance of Content Overload -- Curriculum Delivery -- Teachers' Knowledge and Skills -- Scaffolding -- Questioning Techniques -- Learner-Derived Signs of Problems -- Learner Preparation -- Conclusion -- References -- Chapter 5 Integrated Learning -- Introduction -- Definitions -- Why Integrated Learning? -- Integration and the Learner -- Integration and the Curriculum -- Horizontal Integration -- Vertical Integration -- Integration around Problems or Cases -- Integration and Outcome-Based Education -- Integration and Clinical Teaching -- Integration and Interprofessional Education -- Integration as an Educational Strategy -- Implementing Integration -- Integrated Learning and Assessment -- Advantages of Integration -- Challenges Associated with Integration -- Integration and Veterinary Medicine -- Specific Examples of Integration in Veterinary Medicine -- Curriculum Integration for a Veterinary Program (James Cook University) -- Problem-Based Learning as a Strategy for Integration of Basic and Clinical Sciences in a Traditional Veterinary Curriculum (University of Tennessee) -- Curriculum Integration for a Veterinary Program (University of California, Davis) -- References -- Chapter 6 Collaborative Learning -- Introduction -- Defining Collaborative Learning -- Collaborative Learning: Why Do It? -- Collaborative Learning Aids in the Development of General Professional Attributes -- Collaborative Learning Is Consistent with Adult Learning Styles -- Collaborative Learning Allows Students to Leverage the Knowledge and Experience of Peers. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Collaborative Learning Is Central to the Development of Self-Regulation of Learning -- How Can Collaborative Learning Be Integrated into Veterinary Curricula? -- Student-Centered and Collaborative Learning Practices Must Be Embraced at a Whole-Faculty Level -- Progressive Attainment of Graduate Outcomes, Including Attainment of Professional Collaborative Skills, Must Be Explicit and Visible to Students -- Professional Development in Teaching and Curriculum Design should be Encouraged and Supported -- Physical Spaces for Collaborative Learning Must Accommodate and Encourage Small-Group Interaction -- Visualization Is a Key Element of Collaborative Learning -- The Effectiveness of Small-Group Learning Will Depend on Core Discussion Skills -- On Effective Questioning -- Getting started: Prompts to thinking and discussion -- Are we all "on the same page"? -- Asking probing questions: Is that all there is to know? -- Is Effective Listening Practised and Valued? -- Discussion Embodies All Elements of Communication -- Reflection Is a Critical Activity for the Self-Regulating Learner -- Feedback Is One of the Most Powerful Influences on Learning and Achievement -- Collaborative Learning May Take a Range of Different Forms -- Case Example 6.1: Seminar Teaching at Utrecht University, The Netherlands -- What Is It? -- What Resources Are Required and How Does It Work? -- Feedback from Instructors -- Feedback from Students -- Case Example 6.2: Team-Based Learning at Iowa State University -- What Is It? -- What Resources Are Required and How Does It Work? -- Assessment -- Feedback from Instructors -- Feedback from Students -- Case Example 6.3: The Clinical Integrative Puzzle in the Large Lecture at the University of Melbourne -- What Is It? -- Assessment -- Feedback from Instructors -- Feedback from Students. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Case Example 6.4: Wiki-Based Collaborative Poetry Writing Project for Learning Pathology at the University of Minnesota College of Veterinary Medicine -- What Is It? -- Clostridial Enterotoxemia type D -- What Resources Are Required? -- Why Is This TLA Better as a Collaborative Activity Than as an Individual Effort? -- Implementing Integrated Case-Based Collaborative Learning at the University of Melbourne -- How Should Collaborative Learning Activities Be Assessed? -- Conclusion -- References -- Chapter 7 Teaching Interprofessionalism -- Introduction: Why it is Time for Interprofessional Practice and Education in Veterinary Education -- History of Interprofessional Practice and Education in Human Health -- Interprofessional Competencies and Curriculum Development -- Curriculum Development and Implementation -- Specific Teaching Methods in Interprofessional Education -- Large-Group Teaching and Learning -- Small-Group Teaching and Learning -- Clinical Simulations -- Clinical Rotations -- Case Conferences and Rounds -- Assessment -- Written (Multiple Choice, Short Answer, Essay) -- Objective Structured Clinical Examinations -- Portfolios and Reflections -- Clinical Preceptor Evaluations and Rubrics -- Conclusion -- Acknowledgments -- References -- Chapter 8 Peer-Assisted Learning -- Introduction -- Terminology -- Framework for Planning and Implementation of Peer-Assisted Learning -- Background to and Objectives of PAL -- PAL to Provide Academic Support -- PAL to Support Skills Development -- Tutors -- Tutees -- Oversight -- Process -- Tutors -- Tutees -- Process -- Evaluation -- PAL to Develop Teaching Skills in Tutors -- PAL for Use in Assessment -- Tutors -- Tutees -- Process -- Evaluation -- Tutors -- Tutees -- Process -- Evaluation -- Role and Responsibilities of Participants -- Tutors -- Tutees -- Tutors -- Tutees -- Process -- Evaluation. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Evaluation. |
| 588 ## - SOURCE OF DESCRIPTION NOTE | |
| Source of description note | Description based on publisher supplied metadata and other sources. |
| 590 ## - LOCAL NOTE (RLIN) | |
| Local note | Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Veterinary medicine--Handbooks, manuals, etc. |
| 655 #4 - INDEX TERM--GENRE/FORM | |
| Genre/form data or focus term | Electronic books. |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Pelzer, Jacquelyn M. |
| 776 08 - ADDITIONAL PHYSICAL FORM ENTRY | |
| Relationship information | Print version: |
| Main entry heading | Hodgson, Jennifer L. |
| Title | Veterinary Medical Education |
| Place, publisher, and date of publication | Newark : John Wiley & Sons, Incorporated,c2017 |
| International Standard Book Number | 9781119125006 |
| 797 2# - LOCAL ADDED ENTRY--CORPORATE NAME (RLIN) | |
| Corporate name or jurisdiction name as entry element | ProQuest (Firm) |
| 856 40 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://ebookcentral.proquest.com/lib/orpp/detail.action?docID=4829172">https://ebookcentral.proquest.com/lib/orpp/detail.action?docID=4829172</a> |
| Public note | Click to View |
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