Abstract
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.
Highlights
Different teaching settings include clinical settings where clinical activities occur in a university setting, traditional academic settings with little or no real-time animal contact, and workbased learning settings whereby learners are placed in a commercial practice
We conclude that effective veterinary clinical teaching of graduates is central to post graduate clinical success
We have presented various clinical settings and strategies affecting clinical teaching and learning and recommend that, as far as possible, the employment of a mixture of strategies will enhance student satisfaction and clinical success
Summary
The aim of clinical teaching in veterinary medicine is preparing graduates to meet all required veterinary graduate attributes. Experiential learning allows learners to advance their clinical reasoning and technical skills, communication, deepen their appreciation of practice management, and work within economic constraints whilst providing optimal care for the client/patient [6,7,8,9]. Learner confidence and their capacity to apply experiences in new learning settings are improved [8,10]. Experiential learning learners to advance their clinical reasoning and technical skills, communication their appreciation of practice management, and work within economic constrain providing optimal care for the client/patient [6,7,8,9]. Structuring clinical teaching for high efficacy; Potential clinical teaching methods to minimize the impact of the types of learning setting on learning outcomes
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