Abstract
Professionalism and professional skills are increasingly being incorporated into veterinary curricula; however, lack of clarity in defining veterinary professionalism presents a potential challenge for directing course outcomes that are of...
Highlights
Formal teaching in veterinary professionalism is increasingly being incorporated into undergraduate curricula, initially to improve the employability of veterinary graduates, and more recently to better prepare graduates for working in an increasingly complex professional environment (Rubin 2001, May 2008)
Findings from the online discussions inform the current discourse surrounding the defining of veterinary professionalism and the teaching of veterinary professionals
It is evident from this small group of participants that an appropriate framework upon which to base curriculum outcomes would include complexity in decision-making, acknowledging and addressing the challenges veterinary surgeons face to their clinical reasoning and technical and professional competence, better understanding of societal, professional and individual expectations and limitations, and decision-making in the face of competing needs and uncertainty in outcome
Summary
Formal teaching in veterinary professionalism is increasingly being incorporated into undergraduate curricula, initially to improve the employability of veterinary graduates, and more recently to better prepare graduates for working in an increasingly complex professional environment (Rubin 2001, May 2008). A better understanding of the veterinary professional identity, and the challenges of working in a contemporary profession, offers the potential for addressing identity dissonance and poor psychological wellbeing that is linked to veterinary practice (Platt and others 2010). There is recent evidence that this subject is being incorporated in the Certificate of Advanced Veterinary Practice, there is little evidence of it being addressed in other veterinary continuing professional development formats (May and Kinnison 2015). Professionalism in medical education has become intertwined with efforts to improve patient safety, resulting in greater emphasis on team communication, collaborative working, task prioritisation and acknowledgment of human factors (Dupree and others 2011)
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