Veterinary Medical Education : A Practical Guide.

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.

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.

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.

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.

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.

Evaluation.

Description based on publisher supplied metadata and other sources.

Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.