title: Teaching implications of different educational theories and approaches.
abstract: Educational theory can and should form the basis for teaching in veterinary medicine. Nevertheless, formal training for teachers in veterinary medicine is uncommon and rarely includes study of different educational theories or perspectives, leaving educators to rely on informal or "hidden" educational constructs to guide them in their everyday teaching. Using a modified case-based format, we present critiques of a hypothetical teaching scenario from four different educational viewpoints: behaviorist, cognitive, social learning, and inspired teaching approaches. The importance and utility of formal educational theory in faculty development is discussed.
authors.affiliation: School of Veterinary Medicine, University of California, Davis 95616, USA. dmoore@vmtrc.ucdavis.edu
authors.forename: Dale A
authors.initials: DA
authors.lastname: Moore
authors.forename: Martin H
authors.initials: MH
authors.lastname: Leamon
authors.forename: Paul D
authors.initials: PD
authors.lastname: Cox
authors.forename: Mark E
authors.initials: ME
authors.lastname: Servis
mesh_terms: D004520:Education, Veterinary; D005180:Faculty, Medical; D006801:Humans; D007858:Learning; D017145:Models, Educational