THE VETERINARY PROFESSIONAL - 2025/6

Module Overview

In this module, students will be introduced to a range of topics, also known as non-technical graduate attributes and informed by the “RCVS Day One competences”, which are essential to employability and a successful veterinary career.

The learning and authentic assessment on this module are structured to promote resilience and global/ cultural competence and topics covered include: lifelong learning, working effectively 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 lectures and workshops, directed study practical sessions in groups, self-directed activities and reflective exercises, and is geared towards promoting resourcefulness and digital capabilities and embracing diversity and inclusivity.

Learning within this module will be applied and further developed in subsequent modules within the veterinary training programme.

Module provider

School of Veterinary Medicine

Module Leader

QUEENAN Retha (Vet Med)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 4

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

Module Availability

Semester 1

Prerequisites / Co-requisites

None

Module content

This module is designed to introduce students to a range of topics, also known as non-technical graduate attributes and informed by the “RCVS Day One competences”, which are essential to employability and a successful veterinary career. Indicative content includes:

• Stress recognition, emotional resilience and self-management, when and where to seek help and / or advice;


• Learning strategies, metacognition, roadblocks to learning, imposter phenomenon and lifelong learning;


• Critical thinking, literature evaluation, evaluation of levels of evidence, citing references, plagiarism and academic integrity;


• Overview of the veterinary profession and career options, and how a veterinary student can work towards employability post-graduation; 


• What is a veterinary professional? The social contract and development of a professional identity;


• RCVS Code of Professional Conduct (The five principles of practice and professional responsibilities);


• Social media and professionalism (including email etiquette);


• Core Communication (including micro-skills); empathy, reflective listening, “the pause”, signposting, chunking and checking, questioning technique, nonverbal cues and open-ended enquiry;


• Calgary-Cambridge model of communication plus concepts of relationship-centredness: shared understanding, shared decision-making;


• Reflective learning models and theories and reflective practice (including principles of feedback);


• Veterinary ethical frameworks, moral distress, professionalism, ethics and the law;


• Models and frameworks of teamworking. 

Assessment pattern

Alternative Assessment

N/A

Assessment Strategy

Portfolio activities and assessments challenge and stretch students and are geared towards promoting resourcefulness and resilience.

Through opportunities to self-evaluate and reflect on their own performance and that of their peers (for example in formative assessments and portfolio tasks), students are able to build self-efficacy and confidence by learn from experience (including from “feed forward” interactions and reflections following “failures”).

The assessment strategy is designed to provide students with the opportunity to demonstrate:

• Learned methods of personal reflection and anonymous evaluation of peer’s work against criteria in a rubric 


• Learned ability to research a topic, critically evaluate their research, develop their academic writing skills, preparation of presentation materials and oral presentation skills


• Demonstration of a range of digital capabilities, including the use of video-recording tools, anonymized peer-evaluation software for reflective essays and utilization and search of academic databases 


• Learned ability to develop and demonstrate communication skills essential to employability, in particular, history-taking in consultation skills


• Development of habits showing resourcefulness and responsibility for their own learning outcomes and time management

Thus, the summative assessment for this module consists of several elements:

1) Portfolio assets

These activities are not graded, but are simply “PASS/FAIL”, with students who participate in the task as directed being awarded a pass.

• Written Reflection:

This piece of reflective writing is required to be submitted anonymously to a platform which supports anonymous peer reviews following submission.

The rationale is to help develop students’ commitment to the need for reflective practice to enhance knowledge, skills, values and attitudes needed to maintain effective working. 

This assessment is designed to allow students to demonstrate reflective writing skills; evaluation, utilization and correct referencing of credible information sources; and application of the skills required for effective written communication. This addresses module Learning Outcomes 1, 3 and 7.

In addition, students are required to demonstrate use of an unfamiliar platform, thus developing their digital skills, resourcefulness and resilience.

Finally, the requirement to review the work of two peers anonymously against a rubric offer students an opportunity to demonstrate their ability to give and receive peer feedback. e information and Recognition of the importance of developing communication skills.

In terms of programme learning outcomes, this assessment offers students the opportunity to demonstrate their understanding of the need for a commitment to continuing personal & professional development throughout one’s professional life. It also supports students in developing a capacity for self-audit and willingness to participate in the peer-review process as well as an awareness of personal limitations, and when and from where to seek professional advice, assistance and support.

This assessment also maps to RCVS (Royal College of Veterinary Surgeons) Day 1 Competencies, which is a set of skills and a knowledge base required to have been demonstrated by new veterinary graduates by the regulatory body for veterinarians in the UK, and which informs our programme learning outcomes.

The day 1 competencies which can be mapped to this assessment include: RCVS D1 1,3, 5,11,12,14,17 and 22.

• Communication Simulation

This is a simulated history-taking scenario that will take place over a maximum of 10 minutes. Students are required to participate in two of these scenarios in the presence of a small group of peers, an actor (a simulated client) and a facilitator. 

The rationale is to encourage students to recognise the framework of a consultation and start to develop the micro communication process skills to achieve competency in client communication.

The assessment offers students an opportunity to demonstrate their knowledge, understanding and ability to demonstrate application of module learning outcome 7.

In addition, it promotes demonstration of programme outcomes relating to communicating effectively with clients, the public, professional colleagues and responsible authorities, using language appropriate to the audience concerned and a willingness to participate in a peer-review process.

The RCVS day 1 competencies which can be mapped to this assessment include: RCVS D1 17 and 22. 

• 
  Digital Skills Audit
  

This is a mandatory non-graded portfolio activity (done/ not done), in which students are required to complete a form to indicate their confidence and proficiency in a range of digital skills which will be required during their veterinary studies. Upon completion, students will be required to identify a digital skills self-development plan and will be signposted to a set of training resources to address skills gaps identified during the audit.  


2) Individual presentation

This assessment will be graded and will form part of the final module grade. In this the students are required to create and upload a video presentation (up to 3 minutes long) on a topic of their choice (from a list provided) to an Individual Presentation    Assignment video folder and submit PowerPoint slides to an Individual Presentation Assignment folder in Surrey Learn.

The rationale for this assessment is to develop students’ public speaking skills and further develop their reflective practice.

The assessment offers students an opportunity to demonstrate the module learning outcomes 1 and 6, by applying effective presentation techniques, utilizing narrative story-telling to develop reflective practice and explaining complex information to a lay audience. Depending on their choice of topic, it also offers the opportunity to demonstrate one or more of the following module outcomes: 4, 5, 7, 8 or 9. 

Furthermore, in terms of programme learning outcomes, the assessment promotes development of communication skills, an understanding of the need for a commitment to continuing personal and professional development throughout ones professional life and development of a capacity for self-audit. 

The RCVS day 1 competencies which can be mapped to this assessment include: RCVS D1 1, 5, 11, 12, 14, 17 and 20, as well as, depending on the student’s topic selection, some of the following day 1 competencies: RCVS D1 2, 6, 9, 10, 13, 19, 22, 26 and 45. 


3) Examination

This is a summative assessment that assesses students’ content knowledge and will take place in the formal exam period.

In terms of the rationale, the written assessment is concerned with marking or grading student’s work, but it is also an integral support to the learning process, by providing feedback to students and staff on how successful the students have been;  information on how successfully the assessment has tested the students' achievements; constructive motivation to students and an integral part of the  University's internal and external quality assurance.

This assessment offers students an opportunity to demonstrate their knowledge and understanding of module learning outcomes 1 to 10 inclusive.

It also offers students the opportunity to demonstrate their knowledge and understanding of several Programme learning outcomes which map to the RCVS (Royal College of Veterinary Surgeons) Day 1 Competencies: RCVS 1, 2, 3, 5, 6, 9, 10, 11, 12, 13, 14, 17, 19, 20, 22, 26 and 45.  

(Exam Units are onsite closed-booked invigilated fixed-time assessments. They are delivered through SurreyLearn using campus PC Labs)

Formative assessment

Formative assessment opportunities will be available to students for many aspects of their assessments.

For the reflective writing, there are two formative (practice) opportunities provided for students to write a reflective piece, upload it anonymously onto the peer review platform, and then review two peers’ reflective texts on the platform, using a rubric to aid the process. Cohort-wide feedback is provided by the module lead based on students’ formative work to offer guidance in preparation of the summative assignment.

For the communication simulation, opportunities are provided for students to enact some of the available vignettes with their peers prior to the scheduled sessions involving actors and facilitators.

There is an opportunity for students to practice recording and uploading a short presentation into a formative presentation video folder, as well as a PowerPoint document into a formative assessment folder well in advance of the summative assessment deadline. The topic for this formative presentation will be entirely up to students, and could be a topic from another module studied this semester.

Students are able to attempt small sets of practice MCQs (multiple Choice Questions) after each topic within the module, and there is a formative mid-semester test, which students are able to access and attempt in their own time (and self-mark after the release of an answer rubric) by way of offering them an opportunity to become familiar with the SAQ (short answer question) format.   

 

Feedback
 

Students are guided to optimize feedback opportunities, to reflect thoughtfully and in a structured manner on learning and experiences, and to respond flexibly to challenges throughout the module, thus enhancing their resilience and resourcefulness.

Students receive feedback in a number of ways throughout the module. This includes (but is not limited to) the following:

• Online quizzes (presented via SurreyLearn), where students will have access to a series of MCSs (multiple-choice questions) related to the week’s topic. These questions are designed to be practice for the multiple-choice questions during the written examination and automated marking provides immediate individual feedback.


• Online practice tests consisting of SAQs (short answer questions), such as the self-directed mid-semester test, will have feedback available in the form of rubrics provided to students to self-mark their work and check their understanding.   


• Seminars will be opportunities for students to receive cohort-wide general feedback on group assignments and formative activities and to discuss challenging areas.


• In-class feedback – the Veterinary Professional workshops and directed study sessions are designed to offer as much student-tutor interaction as possible. All sessions have an opportunity for cohort-wide, group or individualised feedback from lecturer(s) and some sessions provide a forum for student peer feedback.


• Video and newsfeed feedback – the cohort will also periodically be provided with whole-group feedback in video or written form from the VetProf academic staff on SurreyLearn.


• Feedback on formative and summative reflective portfolio assignments will be provided in the form of peer feedback via the submission platform and lecturer feedback during seminars and via newsfeeds and/or video clips on SurreyLearn. 


• Feedback on formative (practice) individual presentations will be provided by academic staff via SurreyLearn, either in the form of newsfeeds or videos, and also on a cohort-wide, general basis in seminars where we revisit and reflect on activities from previous weeks’ learning.


• Individualised feedback on the summative individual presentation will be provided just prior to the examination period, once the marking and grading process has been completed.


• Individual feedback on the Communication Simulations will be provided face to face by the actor, the facilitator and one peer immediately following the simulation activity. 

Module aims

• Support students in developing the knowledge, skills and behaviours required for employability, resourcefulness, resilience, wellbeing and success in a career in veterinary medicine.
• Introduce students to the concept of 'professionalism' and the responsibilities that flow from this.
• Enable students to engage in teamwork and to develop and demonstrate effective communication skills (including mutual respect and empathy, cultural awareness and commitment to diversity and inclusiveness in the veterinary professional context), which will be achieved by providing opportunities for development, co-creation and presentation of ideas in collaboration with others.
• Support students to apply critical evaluation of the range of evidence available to address clinical and professional questions, problems and challenges through the processes and principles of scientific writing skills, including an awareness of academic integrity.
• Facilitate a critical understanding of veterinary ethics and how this may be harnessed in approaching difficult professional decisions within the context of the RCVS Code of Conduct.
• Develop resourcefulness and resilience amongst students through low-stakes formative assessment opportunities, an understanding of how to engage with feedback, opportunities to present their ideas to peers and other audiences, an awareness of stressors (within the veterinary profession and veterinary training contexts) as well as mitigating tactics and sources of support, and an understanding of the relevant theories around emotional resilience.
• Foster reflective practice though the awareness and application of reflective learning theories.

Learning outcomes

Methods of Teaching / Learning

The learning and teaching strategy is designed to:

• Introduce the veterinary profession and develop students’ knowledge, skills, resourcefulness and resilience to deal with some of the personal and academic stresses that accompany veterinary training and working within the veterinary profession.


• Cultivate students’ evidence-based decision-making skills by developing their grasp of critically evaluating evidence, the principles and processes of scientific writing and the meaning of academic integrity. 


• Promote reflective practice and lifelong learning by offering an introduction into reflective models and frameworks as well as learning methods and theories, and by providing opportunities to demonstrate reflective writing skills. 


• Allow students to work individually as well as collectively in developing an array of career-relevant communication skills such as presentation of ideas in an accessible manner and history-taking from an animal owner. 


• This module will also introduce the RCVS Code of Professional Conduct (including the five principles of practice and professional responsibilities), veterinary ethics (including how this relates to professionalism and the law) and career options within the veterinary profession.  

The learning and teaching methods include:

• Flipped classroom activities and materials;


• Lectures, workshops (including public speaking training and practice as well as careers panel discussion with Q&A), seminars and practical group activities (including ethics case discussions and evaluation of evidence in literature sources);


• Use of communication simulations (with professional actors and academic facilitators) to develop communication skills and, in particular, history-taking skills in the context of the Calgary-Cambridge consultation skills framework;


• Online modules on information and study techniques;  


• Self-directed study to encourage reflection and experiential learning;


• Formative assessment activities including quizzes and formative reflective essays with peer-evaluation against a rubric.

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: VMS1002

Other information

Other Information:

The School of Veterinary Medicine is committed to developing graduates with strengths in Employability, Digital Capabilities, Global and Cultural Capabilities, Sustainability, and Resourcefulness and Resilience. This module is designed to allow students to develop knowledge, skills, and capabilities in the following areas:

Employability:

This module fosters the development of a range of non-technical graduate attributes which are integral to the “RCVS Day One competences”, highly valued by veterinary employers and of direct importance to a successful veterinary career.

Learning across the topics within this module (including lifelong learning, reflective practice, working in teams, assessing evidence from the literature, self-care and stress management, communication skills, professionalism, veterinary ethics and acting on feedback) draws on typical real-life veterinary examples and prepare students for the world of work.

Through team-based practical sessions, students are able to develop critical thinking, cultural awareness, communication skills, decision-making, collaboration and leadership. 

Portfolio tasks and the assessment strategy require students to demonstrate reflective skills, research and presentation skills, use of digital tools and application of knowledge acquired across the topics within the context of work in the veterinary industry.  

Students are also offered an overview of the veterinary profession and career options, with an opportunity to engage with veterinarians working in a diverse range of roles within the industry via a Q&A session within a career panel/ workshop. Guidance is provided on how a veterinary student can work towards employability post-graduation. 

Digital Capabilities:

Throughout the module, students are required to utilize digital technology, including by the creation of and contribution to shared documents in practical group work, use of the Aropä web-based peer-review system, accessing the library databases for literature evaluation, by an introduction to the use of referencing software and in creating presentation materials and utilizing video-recording software as part of the module assessment. 

Global and Cultural Capabilities:

Within this module, decision-making tasks and group assignments during practical directed study sessions provide opportunities to collaborate, communicate and build relationships with people from different backgrounds, reflecting on different experiences and adapting norms and belief systems.

Module content incorporates perspectives from a range of cultures and global contexts, for example through the inclusion of representative vignettes and conversations around veterinary ethics and veterinary consultation skills.

Resourcefulness and Resilience:

This module teaches and encourages reflective engagement, collaboration and active learning through online, supported self-learning, active learning workshops and group practicals, self-directed activities and reflective exercises. Portfolio activities and assessments challenge and stretch students and are geared towards promoting resourcefulness and resilience.

Students are introduced to an understanding of factors that can contribute to stress in the veterinary profession (including during veterinary training) and to practical strategies for mitigating these and developing emotional resilience.

The module clearly signposts a range of sources of mental health and wellbeing support available to undergraduate veterinary students and veterinary professionals and encourages students to utilize these when required and support peers to do the same.

Through opportunities to self-evaluate and reflect on their own performance and that of their peers (for example in formative assessments and portfolio tasks), students are able to build self-efficacy and confidence by learn from experience (including from “feed forward” interactions and reflections following “failures”).

Students are guided to optimize feedback opportunities, to reflect thoughtfully and in a structured manner on learning and experiences, and to respond flexibly to challenges throughout the module, thus enhancing their resilience and resourcefulness.

Programmes this module appears in

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.