scholarly journals How do veterinary students engage when reflecting on their development towards being veterinary surgeons?

2020 ◽  
Vol 187 (9) ◽  
pp. e77-e77
Author(s):  
Elizabeth Armitage-Chan ◽  
Stefanie Reissner
Keyword(s):  
Professional Development ◽  
Professional Practice ◽  
Text Analysis ◽  
Theoretical Frameworks ◽  
Veterinary Students ◽  
Body Of Knowledge ◽  
Knowledge Deficit ◽  
Veterinary Surgeons ◽  
New Learning ◽  
Values And Beliefs

BackgroundReflection has been widely acknowledged to contribute to professional development, the ability to manage tension and enhanced resilience. However, many practitioners struggle to reflect productively due to a lack of clarity of what constitutes effective reflection.MethodsTo help develop reflective competence among future professionals, 30 veterinary students’ reflective assignments were analysed by thematic text analysis. Theoretical frameworks were based on published criteria for critical and core reflection.ResultsReflection was described through resources (the tools used), practices (the ways of using these tools) and outcomes (what was achieved). This helped to distinguish simple skills based reflection from higher-level core reflection. Simple skills-based reflection was associated with an identity of expert learner: students perceive that their task is to identify a knowledge deficit that can be easily rectified through new learning. Core reflection was associated with students articulating an identity of adaptable professionals: rather than veterinary challenges being resolved simply through application of a body of knowledge, wider complexities of professional practice are recognised, including a need to resolve tension between their own and other stakeholders’ priorities, values and beliefs.ConclusionScaffolding an iterative, cyclical reflection process may support outcomes oriented towards resilience and the management of tension.

scholarly journals Clinical Evidence of Lyme Disease in Dogs and Disease Awareness Among Students and Veterinarians in Veracruz, Mexico

2019 ◽  
Vol 1 (2) ◽  
Author(s):  
Blanca Paola Boria-Gamboa ◽  
José Alfredo Villagómez-Cortés ◽  
David Itzcoatl Martínez-Herrera
Keyword(s):  
Differential Diagnosis ◽  
Lyme Disease ◽  
Professional Practice ◽  
Clinical Evidence ◽  
Clinical Signs ◽  
Small Animal ◽  
Apparent Absence ◽  
Veterinary Students ◽  
Disease Awareness ◽  
Veterinary Curriculum

Background: Lyme disease is a relatively new and zoonotic canine pathology mostly unknown by people involved in the management and care of dogs.  Objective: to assess the knowledge about Lyme disease by veterinarians and veterinary students in Veracruz, Mexico. Methodology: three questionnaires were designed and applied to 290 individuals (40 small animal veterinarians, 50 in other professional practice and 200 veterinary students). Results and discussion: in general, the three groups were unaware about the disease, although there is a high interest in learning about this problem. Graduates from seven universities included in this study stated that Lyme disease was not part of the veterinary curriculum in their schools. Five clinical cases suggestive of Lyme disease occurring in dogs in the area were detected at the time of this research. Conclusion: although the presence of the agent causing Lyme disease has not been demonstrated in the studied area due to the lack of laboratory support and the apparent absence of the vector, it cannot be ruled out; furthermore, it is important that veterinary practitioners and student alike be aware of the potential presence of Lyme disease, paying particular attention to differential diagnosis when resembling clinical signs are observed.

Between Theory and Practice Falls the Shadow: The Learning Theories Profile

2011 ◽  
Vol 10 (3) ◽  
pp. 238-252 ◽  
Author(s):  
Jean Annan ◽  
Josephine Bowler ◽  
Mandia Mentis ◽  
Matthew P. Somerville
Keyword(s):  
Professional Development ◽  
Decision Making ◽  
Professional Practice ◽  
Special Educators ◽  
Theory And Practice ◽  
Learning Theories ◽  
Cognitive Tool ◽  
Education Practice ◽  
Theoretical Perspectives ◽  
University Course

Between the ideaAnd the realityBetween the motionAnd the actFalls the ShadowT. S. Eliot, “The Hollow Men”This article reports on the development and evaluation of a meta-cognitive tool for practitioners’ reflection on the ‘shadow’ between espoused theories and theories-in-use. The learning theories profile (LTP) was developed to support practitioners in education to identify and reflect on the theoretical perspectives that underpin their professional decision-making. In order to assess the usefulness of the LTP for reflection on professional development and practice, 15 special educators who were enrolled in a university course took part in a trial of the tool. Data from pre-activity and post-activity surveys suggested that the LTP helped students to critically consider contemporary and traditional theories of learning, raised awareness of the application of learning theories in education practice and supported users to reflect on their own professional practice, and interactions.

Online Professional Development for Adults

2013 ◽  
pp. 171-193 ◽  
Author(s):  
J. Bernard Bradley ◽  
John Rachal ◽  
Lin Harper
Keyword(s):  
Professional Development ◽  
Empirical Studies ◽  
The Body ◽  
Online Professional Development ◽  
Development Programs ◽  
Educational Programming ◽  
Theoretical Frameworks ◽  
Learning Programs ◽  
Quasi Experimental ◽  
Definition Of

Online professional development programs for adults are increasing in frequency. Numerous scholarly articles have been written that offer polemical or anecdotal evidence supporting the effectiveness of andragogically facilitated non-formal professional development courses, including those conducted online. However, few empirical studies have been conducted to validate their usefulness, especially those offered via the Internet. Such non-formal educational programming may be most conducive to both implementing and empirically testing a more purist definition of andragogy (Pratt, 1988; Rachal, 2002; Bradley, 2011). This chapter explores the theoretical frameworks of andragogy, as well as existing experimental or quasi-experimental research studies, with a view toward creating more learner-centered non-formal educational transactions that meet the unique needs of adult learners. Lastly, suggestions for both practitioners and researchers alike are offered to help build the body of evidence-based research and extend practical advice to educators when designing and facilitating virtual learning programs for adults that emphasize professional development.

The Impact of New Technologies on Professional Development

2013 ◽  
pp. 40-52
Author(s):  
Sarah T. Meltzer
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
21St Century ◽  
New Technologies ◽  
Effective Professional Development ◽  
The Past ◽  
New Learning ◽  
Specific Activities ◽  
The Impact ◽  
Support Students

Professional development in schools is not a new concept; however, the impact of new technologies in the past two decades has shown it is important to incorporate research-based strategies in order to be effective. While strategies for curriculum-focused trainings may have been effective in the past, technology-focused training must take a different approach in the 21st century. Effective professional development will positively impact student achievement and is critical for sustainable school reform. This chapter addresses the importance of developing a new learning environment conducive to supporting professional development in technology. Key strategies necessary to support students’ needs in the 21st century are explained. Without an emphasis on specific activities and opportunities throughout the phases of planning and implementation, professional development will not be sustainable and student achievement will not be impacted.

Synthesizing the Research Advances in Electronic Collaboration

2011 ◽  
pp. 1-12 ◽  
Author(s):  
James B. Pick ◽  
Nicholas C. Romano ◽  
Narcyz Roztocki
Keyword(s):  
United States ◽  
Virtual Team ◽  
The United States ◽  
Theoretical Frameworks ◽  
Dyadic Relationship ◽  
Body Of Knowledge ◽  
Units Of Analysis ◽  
Introductory Article ◽  
Electronic Collaboration ◽  
The Individual

This article has the objectives to discuss the background for the two special issues of International Journal of e-Collaboration on electronic collaboration in organizations, examine four theoretical frameworks with particular regard to their relevance to the content in the articles in the special issues, and summarize each of the nine articles in these issues. The articles in the special issues are diverse in conceptual theory, units of analysis, research methods, and levels of collaboration. Units of analysis span from the individual, virtual team, company to the dyadic relationship between firms. Electronic collaboration is studied in locales including Austria, Korea, the Netherlands, Switzerland, and the United States. The diversity extends knowledge within varied realms of the electronic collaboration field. This introductory article offers an overall framework for these two special issues to help readers and potential authors see how the studies relate to one another and to the overall body of knowledge.

Continuing Professional Development

2011 ◽  
pp. 25-51
Author(s):  
Mr. Gerald A. Murphy ◽  
Prof. Bruce A. Calway
Keyword(s):  
Professional Development ◽  
Social Change ◽  
Transfer Of Learning ◽  
Continuing Professional Development ◽  
Professional Associations ◽  
Professional Staff ◽  
Professional Association ◽  
Body Of Knowledge ◽  
Vested Interests ◽  
Work Integrated Learning

Organisations promote their services by stressing that their professional staff are members of the relevant professional association and by listing the certifications/credentials they hold. Practice alone is generally insufficient to ensure knowledge is effective and up to date. Continuing professional development (CPD) is a requirement for professionals to develop knowledge to enable them to competently and adequately provide services to clients or employers. Professionals work in environments where technical, legal, conceptual and/or social change mandates that processes, practices, knowledge and understanding need to evolve. Individual professionals, professional associations, and the employers of professionals may have differing objectives for CPD and have vested interests to ensure that CPD is designed to, and meets actual objectives. Integrating work with learning is fundamental, i.e. if learning is not seen as having practical application, it is not valued. The knowledge development of professionals can be enhanced through Work-Integrated Learning which takes into account that they: hold a body of knowledge, are adults, and operate in positions in which learning and work can be related. Informal learning, in particular communities of practice, is significant in the transfer of learning to professionals.

scholarly journals The care and keeping of clinicians in quality improvement

2020 ◽  
Vol 32 (7) ◽  
pp. 480-485
Author(s):  
Ulfat Shaikh ◽  
Peter Lachman ◽  
Andrew J Padovani ◽  
SiobhÁn E McCarthy
Keyword(s):  
Professional Development ◽  
Quality Improvement ◽  
Organizational Support ◽  
Self Efficacy ◽  
Business Case ◽  
Theoretical Frameworks ◽  
Training Time ◽  
Implementation Challenges ◽  
Personal Strengths ◽  
Quality In Healthcare

Abstract Objective Although frontline clinicians are crucial in implementing and spreading innovations, their engagement in quality improvement remains suboptimal. Our goal was to identify facilitators and barriers to the development and engagement of clinicians in quality improvement. Design A 25-item questionnaire informed by theoretical frameworks was developed, tested and disseminated by email. Settings Members and fellows of the International Society for Quality in Healthcare. Participants 1010 eligible participants (380 fellows and 647 members). Interventions None. Main Outcome Measures Self-efficacy and effectiveness in conducting and leading quality improvement activities. Results We received 212 responses from 50 countries, a response rate of 21%. Dedicated time for quality improvement, mentorship and coaching and a professional quality improvement network were significantly related to higher self-efficacy. Factors enhancing effectiveness were dedicated time for quality improvement, multidisciplinary improvement teams, professional development in quality improvement, ability to select areas for improvement and organizational values and culture. Inadequate time, mentorship, organizational support and access to professional development resources were key barriers. Personal strengths contributing to effectiveness were the ability to identify problems that need to be fixed, reflecting on and learning from experiences and facilitating sharing of ideas. Key quality improvement implementation challenges were adopting new payment models, demonstrating the business case for quality and safety and building a culture of accountability and transparency. Conclusions Our findings highlight areas that organizations and professional development programs should focus on to promote clinician development and engagement in quality improvement. Barriers related to training, time, mentorship, organizational support and implementation must be concurrently addressed to augment the effectiveness of other approaches.

Writing Into the Scholarship of Teaching and Learning

2020 ◽  
pp. 161-180
Author(s):  
Kathryn Janet Meldrum ◽  
Kristi Giselsson
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Third Space ◽  
Theoretical Frameworks ◽  
Scholarship Of Teaching ◽  
The Third ◽  
Teaching In Higher Education

The Scholarship of Teaching and Learning (SoTL) has been suggested as an ideal vehicle for engaging faculty with professional development for teaching in higher education. However, previous authors have identified that faculty find writing about SoTL difficult. The aim of this chapter is to support educational developers (EDs) to collaborate with faculty to support writing. Two theoretical frameworks to support collaboration are proposed: the first, the Knowledge Transforming Model of Writing, to assist with the process of writing; the second, an adaptation of Brigugilio's working in the third space framework to support collaboration. The authors utilise both frameworks to reflect on their own SoTL collaboration and subsequently pose questions to support faculty and EDs to do the same. Ultimately, it is proposed that collaboration not only enhances the practices of faculty and EDs but improves what should be an important priority for the wider academy: the learning outcomes of students.

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