VETERINARY CLINICAL TEACHING - 2025/6

Module Overview

The module is designed to provide the background skills to enable to veterinary clinician, specialist or veterinary nurse to more effectively teach, give feedback and assess undergraduate or graduate veterinary students in a clinical setting.  The module will review learning styles seen among veterinary students, discuss adult learning and the "FAIR" principles of education, as well as discussion of assessment and feedback of clinical skills and professionalism.  The Calgary-Cambridge model of interview skills will be reviewed.  The methods for gaining student or trainee engagement in the team in a clinical setting will be explored and methods for more fully engaging students in clinical activities will be discussed.

The use of the Maastricht model of clinical assessment will be demonstrated and explained.  The module will be presented as online seminars followed by discussion fora and assignments related to the online seminar topics.

Module provider

Surrey Institute of Education

Module Leader

TRACE Christopher (Sy Inst Educ)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 7

Module cap (Maximum number of students): N/A

Module Availability

Semester 1

Module content

Indicative content includes the following delivered online as seminars:

• Analyzing adult learning styles and role modeling in practice


• The "FAIR" principles of education and how they apply to veterinary clinical education, engaging students in the team and cases


• Setting achievable learning outcomes for students on clinical placement


• The Calgary-Cambridge model for interviews


• Assessment and feedback - formative and summative in a clinical setting


• Understanding and using the 360 degree feedback and assessment (Maastricht model)


• Portfolios and reflective journals as tools for professional development

Assessment pattern

Alternative Assessment

N/A

Assessment Strategy

The assessment strategy ensures that students are able to meet all of the learning outcomes and that the assessments are linked to their practice. All of the assessment tasks are aimed at helping the participants better understand how to apply the principles learned to their own clinical teaching practice.

 

Summative Assessment

Four Writte Online Assignments – 80%

There will be four assignments. The topics of the assignments will draw on the online seminars from which the participants will have a choice for their assignment submissions. Each assignment will be expected to be about 750 words.

Students will have to choose from a group of assessments that ensures they meet LO1-3, that is, as least one to cover to each Learning Outcome (LO).

Some example of these assessments for the different Learning Outcomes are:

 

LO1:

They will choose from the following topics:

• How will the understanding of adult learning styles alter your clinical teaching practice?


• Reflect on the “FAIR” principles of education in the context of clinical teaching and how they might alter your practice?


• Reflect on how the understanding of the concepts of Day One competencies will guide you in setting meaningful and realistic learning outcomes for your students during their clinical placements?

LO2:

They will choose from the following topics:

 

• Evaluate how the Calgary-Cambridge model for interviews might change your clinical practice particularly with respect to client-focussed communications?


• Evaluate how you engage with students during clinical placements making use of appropriate literature and communication models.

LO3:

They will choose from the following topics:

• Reflect on how theoretical understandings of the assessment practice may alter your current assessment of students during their clinical placements


• Evaluate the usefulness of the 360-degree feedback when applied to your clinical teaching practice

 

The assignments will be due in weeks 5, 7, 9 and 11 or 13 depending on the topics chosen by the participant, that is, approximately 3 weeks after covering the topic.

 

 

Peer Assessment

Active Participation in and contribution to discussion for assessed by their peers via a rubric (LO3) – 20 %

 

Module aims

•   To provide an understanding of adult learning styles
• Understand the importance of acting as a positive role model for veterinary professionals and encouraging student engagement
• To enage with the Calgary-Cambridge model for client interviews
• To explain the ¿FAIR¿ principles of education
•   To set learning objectives for the students in a clinical teaching setting
•  To enhance understanding of assessment and feedback in a clincial teaching setting
• To enhance understanding of the Maastricht 360-degree model for clinical assessment of both technical and professional attributes

Learning outcomes

Methods of Teaching / Learning

The module will have the following methods of teaching:

Formal Online Sessions:

• Online seminars including each major topic above (7 hours)

Guided Study

• Guided online discussion groups after the online seminars  which will include engagement with the learning group in discussion such as literature searching and assignment planning

Choosing appropriate topics for their assessments that meets their individual clinical teaching needs

Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.

Reading list

https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: GCAM012

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 2025/6 academic year.