Carr Amanda Nichole Mandi, Kirkwood Roy Neville, Petrovski Kiro Risto
Davies Livestock Research Centre, School of Animal and Veterinary Sciences, The University of Adelaide, Roseworthy, SA 5371, Australia.
School of Animal and Veterinary Sciences, The University of Adelaide, Roseworthy, SA 5371, Australia.
Vet Sci. 2022 Jan 5;9(1):17. doi: 10.3390/vetsci9010017.
This review explores different modalities for clinical teaching of veterinary learners globally. Effective clinical teaching aims to prepare graduates for a successful career in clinical practice. Unfortunately, there is scant literature concerning clinical teaching in veterinary medicine. Our intent for this review is to stimulate and/or facilitate discussion and/or research in this important area. We discuss the different forms that veterinary clinical teaching can take, depending on their setting, which can be university-based clinical activities, work-based in commercial clinical practices, or in a traditional academic setting with little to no real-time exposure to clients and patients. We suggest that each of these modalities has a place in clinical teaching of veterinary learners at any point in the curriculum but that a mix of these approaches will likely provide an improved experience for the learner. Further, we discuss strategies to improve clinical teaching in these different settings. Potential strategies related to the teaching skills of clinical instructors could include training in delivery of clinical teaching in a variety of learning settings, and instructors' official recognition, including opportunities for career progression. Potential strategies to improve clinical teaching in different teaching settings would vary with the learning settings. For example, in traditional academic settings, case-based learning with incorporation of simulation models is one proposed strategy. The involvement of learners in 'teach-others' is a strategy for both traditional academic and clinical settings. Finally, clearly addressing Day One competencies is required in any clinical teaching setting.
本综述探讨了全球范围内兽医专业学习者临床教学的不同模式。有效的临床教学旨在使毕业生为临床实践中的成功职业生涯做好准备。不幸的是，关于兽医学临床教学的文献很少。我们进行本综述的目的是激发和/或促进在这一重要领域的讨论和/或研究。我们讨论了兽医临床教学可以采用的不同形式，这取决于教学环境，教学环境可以是基于大学的临床活动、商业临床实践中的工作场所，或者是几乎没有或完全没有与客户和患者实时接触的传统学术环境。我们认为，这些模式中的每一种在课程的任何阶段的兽医专业学习者临床教学中都有一席之地，但将这些方法结合起来可能会为学习者提供更好的体验。此外，我们还讨论了在这些不同环境中改善临床教学的策略。与临床教师教学技能相关的潜在策略可能包括在各种学习环境中进行临床教学的培训，以及教师的官方认可，包括职业发展机会。在不同教学环境中改善临床教学的潜在策略会因学习环境而异。例如，在传统学术环境中，结合模拟模型的案例式学习是一种建议的策略。让学习者参与“教他人”是传统学术环境和临床环境都适用的一种策略。最后，在任何临床教学环境中都需要明确解决“第一天能力”问题。
