Educational Session: Teaching
Sunday, March 6, 2016
Teaching Ethical and
Professional Reasoning: Why, What and How?
Elizabeth Armitage-Chan, Royal
This session is intended to
support those who wish to incorporate professional and ethical reasoning into
their teaching, but do not have strategies implemented to achieve this.
Examples of teaching material will be presented, and participants will model a
student teaching session.
The Clinical Integrative Puzzle: a Tool for Use in the Flipped
Classroom and for Investigating Validity in Predicting Clinical Reasoning Ability
in Veterinary Students
Elise Boller, University of
The clinical integrative
puzzle (CIP) is a teaching and learning activity based on the extended multiple
choice format that can be used as a teaching and learning activity in a flipped
classroom or as an assessment tool. The CIP may aid in the transition from
pre-clinical to clinical thinking and is seen as highly engaging by students
and instructors. It may also help to identify students who are at risk for
difficulty with clinical reasoning.
Development of a Clinical Reasoning Course for Third-Year
Nicholas Frank, Tufts
Veterinary students learn a
tremendous amount of information as they progress through the preclinical
curriculum, but many of them have difficulty learning the clinical reasoning
process until they enter clinical year. In this presentation we will discuss
the development and implementation of a third-year clinical reasoning course.
How to Use the Past to Shape the Future of Clinical Academic
Virginia Rentko, Tufts
Dana Zimmel, University of
A proposed look at the future
of clinical academic veterinary medicine will be outlined based on a
multi-institutional collaboration of academic veterinary hospitals on the
development of contemporary teaching hospital models. Data will be presented
from survey results of stakeholders (students, house officers, faculty,
referring veterinarians, animal owners and clinical researchers). The audience
is invited to take part in a panel discussion.
Competency-Based Veterinary Medical Education
Jennifer Hodgson, Virginia-Maryland College of Veterinary Medicine
Laura Molgaard, University of Minnesota
This session will provide an update on the AAVMC working group examining competencies in veterinary medical education. The update will include a discussion on nomenclature, current competency frameworks in medical and veterinary education, as well as potential development of a tool for assessment of clinical competencies.