Title:
Using Learning Theories to Develop a Veterinary Student Preparedness Toolkit for Workplace Clinical Training
Authors:
Jennifer Routh1, Sharmini Julita Paramasivam1, Peter Cockcroft1, Vishna Devi Nadarajah2 & Kamalan Jeevaratnam1
1. School of Veterinary Medicine, University of Surrey, Guildford, UK
2. Division of Human Biology, School of Medicine and IMU Centre for Education, International Medical University, Kuala Lumpur, Malaysia
Published:
EdArXiv Preprints, Last edited: 7 April 2022
Abstract:
Learning theories are logically related statements designed to explain what should or could be aspired to in establishing ideal learning conditions. Multiple theories can inform our understanding of a single concept, in this case: veterinary workplace clinical training (WCT), which occurs just prior to students’ graduation as competent veterinary surgeons. The competency movement has strongly influenced reforms in veterinary education and is considered important. In reflection of this, the term “preparedness” is operationalised here as a measure of the likelihood that the veterinary student is going to be a competent learner and participant during WCT. Preparedness itself is therefore important because it directly impacts performance. Workplace clinical training is explored through the lenses of cognitivist, social constructivist and socio-culturalist learning theories and used to inform student preparedness characteristics in terms of their behaviours, personal attributes, knowledge and skills, and awarenesses to optimise learning and participation.