THE VETERINARY PROFESSIONAL - 2017/8
Module code: VMS1002
School of Veterinary Medicine
TRACE CE Mr (Vet Med)
Number of Credits
FHEQ Level 4
Module cap (Maximum number of students)
Overall student workload
Independent Study Hours: 117
Tutorial Hours: 24
Laboratory Hours: 9
|Assessment type||Unit of assessment||Weighting|
|Examination||WRITTEN EXAMINATION (120 MINS)||50|
|Oral exam or presentation||INDIVIDUAL PRESENTATION||20|
Reflective portfolio component will be resubmitted on 3 different topics (1 from weeks 1-3, 1 from weeks 4-6, 1 from weeks 7-9) Resits for the Individual presentation will involve a 3 minute presentation to 2 examiners
Prerequisites / Co-requisites
This module will introduce you to a range of topics, also known as non-technical graduate attributes and informed by the “RCVS Day One competences”, which are essential to a successful veterinary career. These topics include: lifelong learning, working in teams, assessing evidence from the literature, self-care and stress management, communication skills, professionalism, professional ethics and acting on feedback. Teaching and learning is through online, supported self-learning, active learning workshops, self-directed activities and reflective exercises.
Support learners in developing the skills required for success in a career in veterinary medicine. Specific emphasis will be made to becoming a "lifelong learner".
Support learners in developing skills that facilitate effective interaction and collaboration with others, in the context of a veterinary healthcare environment.
Support learners in developing the skills involved in locating, appraising and applying evidence-based research.
Support learners in recognising signs of unhelpful stress, and to develop skills to reduce, remove or work with stressful situations.
Introduce the topic of professionalism and the rights and responsibilities of a veterinary surgeon.
Introduce the importance of effective interpersonal communication in veterinary medicine.
Support learners in developing core communication skills.
Introduce learners to the main career paths that are available to veterinary graduates.
Support students to recognise and act on constructive feedback, and to be able to deliver constructive feedback
Introduce students to ethics and it's relevance to the veterinary profession
|001||Explain the relevance of “lifelong learning” to a veterinary professional – RCVS 14||KC|
|002||Describe concepts relevant to lifelong learning e.g. learning styles, Kolb's cycle and reflection – RCVS 14||KC|
|003||Describe own approach to learning e.g. through reflection on one's own learning style and potential challenges – RCVS 14||KC|
|004||Describe ways to overcome common roadblocks to learning – RCVS 14||CT|
|005||Describe the steps involved in researching a clinical question – RCVS 9, RCVS 10, RCVS KU1||K|
|006||Demonstrate information location and evaluation skills – RCVS 9, RCVS 10), RCVS KU1||CPT|
|007||Discuss the five principles of practice, as listed in the RCVS Code of Professional Conduct – RCVS 2||KC|
|008||Explain the professional responsibilities of a veterinary surgeon, as listed in the RCVS Code of Professional Conduct – RCVS 2||KC|
|009||Demonstrate effective presentation techniques - RCVS KU11||P|
|010||Demonstrate the ability to convey complex information to a lay-audience - RCVS 5||CP|
|011||Describe what is meant by effective communication e.g.: appropriate interpersonal non-verbal behaviour; open and closed questioning; active listening; reflective listening; empathic communication (verbal and nonverbal), RCVS 5, RCVS KU11||KPT|
|012||Explain major categories of ethical frameworks RCVS 2, RCVS KU12||K|
|013||Discuss the relevance of ethics to the Veterinary Profession RCVS 2, RCVS KU12||KC|
|014||Describe what factors can contribute to stress in the veterinary profession – RCVS 12, RCVS 13 (K, C)||KC|
|015||Discuss the practical, effective coping strategies that can be used in dealing with stress – RCVS 8, RCVS 12, RCVS 13||CPT|
|016||Describe what forms of mental health and wellbeing support are available to undergraduate veterinary students – RCVS 13||K|
|017||Discuss the five core components and three coordinating mechanisms of teamwork, according to Salas et al., 2005 – RCVS 7||K|
|018||Explain practical skills involved with effective teamwork – RCVS 7, RCVS 14, RCVS KU11||CPT|
|019||Describe the different career paths that are available to veterinary graduates – RCVS 14||K|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Stress recognition and self-management, when and where to seek help and / or advice
Time management and resources available to help
Critical thinking and literature evaluation, levels of evidence
Evaluation of evidence – library modules, avoiding plagiarism, SPLASH modules
Overview of the vet profession and career options
Career success and goal setting
What is a veterinary professional? Development of a professional identity
RCVS Vet ethics and certification guidelines
Social media and professionalism including email etiquette
Core Communication: skills: empathy, reflective listening, nonverbal cues and open-ended enquiry.
Calgary Cambridge model of communication plus concepts of relationship centredness: shared understanding, shared decision-making.
Scientific practice, lifelong learning, value of research
Principles of feedback
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
The module will introduce the veterinary profession and give the student tools to enable them to deal with some of the personal and financial stresses that accompany veterinary training. As well the student will gain insight into accessing the literature and assessing evidence to help in their problem-based learning in other subjects and as a basis for practising evidence based-decision making.
The learning and teaching methods include:
Flipped classroom workshops
Workshops for communications, and
Use of simulations with actors for communications training
Online modules on information and study techniques via the library Splash resource
Self-directed study to encourage reflection and experiential learning
Seminars to encourage presentation and defence of opinions
The assessment strategy is designed to provide students with the opportunity to demonstrate
Learned methods of personal reflection
Development of habits showing responsibility for their own learning outcomes and time management.
Thus, the summative assessment for this module consists of:
Reflective portfolio – 30%
Individual presentation – 20%
Written examination – 50%
Formative assessment and feedback
Formative assessment and feedback available on reflective portfolio and presentation
Feedback during and after the communication workshops with the actors
Feedback on pre-class MCQs, and during all active workshops
Reading list for THE VETERINARY PROFESSIONAL : http://aspire.surrey.ac.uk/modules/vms1002
Programmes this module appears in
|Veterinary Medicine and Science BVMSci (Hons)||1||Compulsory||A weighted aggregate mark of 50% is required to pass the module|
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2017/8 academic year.