Creating a pedagogical development program for veterinary clinical teachers: A discipline-specific, context-relevant, bottom-up initiative
Research output: Contribution to journal › Journal article › Research › peer-review
At veterinary university hospitals, clinical teachers have two responsibilities: treating patients and teaching students.At the University of Copenhagen, many teachers are involved in the clinical teaching and assessment of veterinary students, but only some of these teachers-the academic faculty-have access to pedagogical training.We conceived an idea to develop a pedagogical program aimed specifically at clinical teachers. However, instead of implementing an existing program developed elsewhere, we decided to create a discipline-specific, context-relevant program. The creational process applied the principles of action learning consulting (ALC), which dictate that a pedagogical consultant and key involved employees cooperate closely in a dynamic, creational process. A program was developed with content focused on addressing the perceived needs expressed by the clinical teachers.The program consisted of three 2.5-hour seminars, each covering one of the main themes: teaching situations in clinical settings, pedagogical psychology in clinical teaching, and assessment and feedback.The seminars were conducted in the afternoon approximately 2 months apart and were facilitated by the two authors with a veterinary background (CBM, RL).Ten to 20 clinical teachers participated in each seminar, and feedback from participants was positive overall, acknowledging the creation of a forum for critical discussions on clinical teaching and learning and greater insight into pedagogical themes. As a result of the application of the ALC principle, the program is highly context relevant and has gained optimal anchorage within the organization; the seminars will therefore be repeated and allowed to continuously evolve.
Original language | English |
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Journal | Journal of Veterinary Medical Education |
Volume | 48 |
Issue number | 2 |
Pages (from-to) | 129-135 |
Number of pages | 7 |
ISSN | 0748-321X |
DOIs | |
Publication status | Published - 2021 |
Bibliographical note
Publisher Copyright:
© 2021 University of Toronto Press Inc.. All rights reserved.
- Clinical teaching, Faculty development, Staff development
Research areas
ID: 274619851