Educational Session: Teaching and Assessment

Sunday, March 6, 2016


8:00–8:50 a.m.

Teaching Ethical and Professional Reasoning: Why, What and How?

Elizabeth Armitage-Chan, Royal Veterinary College


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.


8:50–9:15 a.m.

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 Melbourne


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.


9:15–9:45 a.m.

Development of a Clinical Reasoning Course for Third-Year Veterinary Students

Nicholas Frank, Tufts University


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.


9:45–10:15 a.m.



10:15–11:05 a.m.

How to Use the Past to Shape the Future of Clinical Academic Veterinary Medicine

Virginia Rentko, Tufts University

Dana Zimmel, University of Florida


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.