Clinical veterinary education: insights from faculty and strategies for professional development in clinical teaching.
Missing in the recent calls for accountability and assurance of veterinary students' clinical competence are similar calls for competence in clinical teaching. Most clinician educators have no formal training in teaching theory or method. At the University of Tennessee College of Veterinary Medicine (UTCVM), we have initiated multiple strategies to enhance the quality of teaching in our curriculum and in clinical settings. An interview study of veterinary faculty was completed to investigate the strengths and weaknesses of clinical education; findings were used in part to prepare a professional development program in clinical teaching. Centered on principles of effective feedback, the program prepares participants to organize clinical rotation structure and orientation, maximize teaching moments, improve teaching and participation during formal rounds, and provide clearer summative feedback to students at the end of a rotation. The program benefits from being situated within a larger college-wide focus on teaching improvement. We expect the program's audience and scope to continue to expand.
Lane
India F
IF
Department of Small Animal Clinical Sciences, University of Tennessee, Knoxville, TN 37996-4544, USA. ilane@utk.edu
Strand
Elizabeth
E
D002983:Clinical Competence; D003162:Competency-Based Education; D004520:Education, Veterinary; D004521:Educational Measurement; D005178:Faculty; D005260:Female; D006801:Humans; D007407:Interviews as Topic; D008297:Male; D011231:Preceptorship; D012582:Schools, Veterinary; D013663:Teaching / Q000379:methods / Q000592:standards*; D013714:Tennessee