Using Learning Theories to Develop a Veterinary Student Preparedness Toolkit for Workplace Clinical Training

Abstract

Learning theories are abstract descriptions which help us make sense of educational practice. 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 ("tools") in terms of their behaviours, personal attributes, knowledge and skills, and awarenesses to optimise learning and participation. These form a new conceptual framework-the "Preparedness Toolkit."

Keywords: clinical rotations; learning theory; preceptorship; preparedness; veterinary education; workplace learning.

Figure 1

Threshold concepts encountered by junior trainees on an internal medicine rotation, content from Bhat et al. (29).

Figure 2

The two communities of practice that medical clerkship students participate in (education and patient care). Situated learning occurs when patient care created learning opportunities, which were enriched when practitioners intentionally supported participants' learning (42).

Figure 3

Adapted with permission from Larsen et al. (65) for the veterinary WCT context. The clinical veterinary student in the workplace is part of several activity systems, between which there may be interaction or tensions and competing outcomes. RCVS, Royal College of Veterinary Surgeons.

Figure 4

Experience based learning theory adapted with permission from Dornan et al. (71).

Figure 5

Organisational socialisation theory. Adapted from Atherley et al. (37) and Bauer & Erdogan (67). *Newcomer characteristics and behaviours align particularly well to preparedness for workplace clinical training (WCT).

Figure 6

The veterinary clinical trainee preparedness toolbox contains the preparedness characteristics, derived from an understanding of relevant learning theory, which could be utilised to engage with, and learn from, the veterinary workplace by undergraduate veterinary students (LIIL, Learning to Interact, Interacting to Learn).