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Review
. 2022 Jan 5;9(1):17.
doi: 10.3390/vetsci9010017.

Effective Veterinary Clinical Teaching in a Variety of Teaching Settings

Amanda Nichole Mandi Carr  1   2   3 , Roy Neville Kirkwood  2 , Kiro Risto Petrovski  1   2   3
Affiliations
Review

Effective Veterinary Clinical Teaching in a Variety of Teaching Settings

Amanda Nichole Mandi Carr et al. Vet Sci. .

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.

Keywords: animal science; clinical activities; clinical practice; teaching; traditional academic setting; veterinary learners; work-based learning.

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Conflict of interest statement

The authors declare no conflict of interest.

Figures

Figure 2
Figure 2
An example of incorporation of a simulation model within a case-based scenario rather than a practical class only using a decision-making algorithm.
Figure 3
Figure 3
The effect of teaching method on the retention of knowledge by learners demonstrating the need of a component of ‘teach others’ by learners in the clinical teaching. Adapted from [56]. AV—Audio-visual.
Figure 1
Figure 1
Factors to consider in veterinary clinical education and practice.
See this image and copyright information in PMC

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