Initiatives to improve feedback culture in the final year of a veterinary program.

Despite the recognized importance of feedback in education, student satisfaction with the feedback process in medical and veterinary programs is often disappointing. We undertook various initiatives to try to improve the feedback culture in the final clinical year of the veterinary program at the University of Bristol, focusing on formative verbal feedback. The initiatives included E-mailed guidelines to staff and students, a faculty development workshop, and a reflective portfolio task for students. Following these initiatives, staff and students were surveyed regarding their perceptions of formative feedback in clinical rotations, and focus groups were held to further explore issues. The amount of feedback appeared to have increased, along with improved recognition of feedback by students and increased staff confidence and competence in the process. Other themes that emerged included inconsistencies in feedback among staff and between rotations; difficulties with giving verbal feedback to students, particularly when it relates to professionalism; the consequences of feedback for both staff and students; changes and challenges in students' feedback-seeking behavior; and the difficulties in providing accurate, personal end-of-rotation assessments. This project has helped improve the feedback culture within our clinics; the importance of sustaining and further developing the feedback culture is discussed in this article.

Development of the Animal Management and Husbandry Online Placement Tool.

The workplace provides veterinary students with opportunities to develop a range of skills, making workplace learning an important part of veterinary education in many countries. Good preparation for work placements is vital to maximize learning; to this end, our group has developed a series of three computer-aided learning (CAL) packages to support students. The third of this series is the Animal Management and Husbandry Online Placement Tool (AMH OPT). Students need a sound knowledge of animal husbandry and the ability to handle the common domestic species. However, teaching these skills at university is not always practical and requires considerable resources. In the UK, the Royal College of Veterinary Surgeons (RCVS) requires students to complete 12 weeks of pre-clinical animal management and husbandry work placements or extramural studies (EMS). The aims are for students to improve their animal handling skills and awareness of husbandry systems, develop communication skills, and understand their future clients' needs. The AMH OPT is divided into several sections: Preparation, What to Expect, Working with People, Professionalism, Tips, and Frequently Asked Questions. Three stakeholder groups (university EMS coordinators, placement providers, and students) were consulted initially to guide the content and design and later to evaluate previews. Feedback from stakeholders was used in an iterative design process, resulting in a program that aims to facilitate student preparation, optimize the learning opportunities, and improve the experience for both students and placement providers. The CAL is available online and is open-access worldwide to support students during veterinary school.

A method of developing and introducing case-based learning to a preclinical veterinary curriculum.

Case-based learning (CBL) has been introduced as part of a major review of the veterinary curriculum at the University of Bristol. The initial aim was to improve integration between all first year subjects, i.e., basic science disciplines (anatomy, physiology, and biochemistry), animal management, and professional studies, while highlighting the relevance by providing clinical context. The CBL was delivered as whole class sessions in a lecture theatre, as small group teaching facilities were not readily available, co-facilitated by two to four basic scientists and clinicians. Active learning tasks were included by using an audience response system and encouraging discussion. A case template was developed in PowerPoint and then populated by basic science and clinical staff in an iterative design process. Comments from a student focus group informed the design of the case sessions. Feedback collected from students via a survey after the first three cases suggested that CBL was well received and assisted students in integrating material taught in the first year units and was used to further improve the ongoing case design. The project team developed eight cases for Year 1 and is implementing CBL in various formats throughout the curriculum. There was a considerable time commitment in developing each case; however, the use of readily available software and the large group format overcame limitations, including resourcing small group sessions. This article reports a model that could be successfully adapted by other institutions wishing to use CBL to provide clinical context and promote integration of the basic sciences.