Оглавление
Группа авторов. Veterinary Clinical Skills
Table of Contents
List of Tables
List of Illustrations
Guide
Pages
Veterinary Clinical Skills
Acknowledgments
Emma
Matt
Sarah
List of Contributors
Preface
About the Companion Website
1 What Is a Clinical Skill?
References
2 Clinical Skills Curricula: How Are They Determined, Designed, and Implemented?
Box 2.1 Key Messages
Introduction
Steps in Clinical Skills Curricular Design. Step 1: Needs Assessment and Statement
Student Needs
Societal and Professional Needs
Accreditation Needs
Step 2: Determining and Prioritizing Content
Backward Curricular Design
Entrustable Professional Activities (EPAs), Nested EPAs, and Clinical Skills
Step 3: Writing Goals and Objectives
Step 4: Selecting Teaching/Educational Strategies and Design
Educational Strategies. Lectures and Whole‐Class Activities
Laboratory Classes, Including Clinical Skills Laboratories and Simulations
Flipped Classrooms and Additional Teaching Resources
Curricular Design
Stand‐Alone Courses or Integrated into Existing Courses
Spiral (Distributed) versus Block (Intensive) Training
Step 5: Implementation
Resources. Personnel
Time
Facilities
Funding
Buy‐in
Management Plan and Roll Out
Step 6: Evaluation
Conclusions
References
3 How Are Clinical Skills Taught?
Box 3.1 Key Messages
Introduction
Techniques for Teaching Clinical Skills. Preparation for Teaching
Structuring the Session and Learning Outcomes
Adopting an Established Teaching Method
George and Doto's Five‐Step Method for Teaching Clinical Skills
Practical Considerations
Using Questions to Enhance Learning
Providing Useful Feedback
Understanding Learning Preferences of Students
Using Educational Theories. Cognitive Load Theory
Dual Process Theory
Encouraging Deliberate Practice
Making the Most of a Clinical Setting
Box 3.2 The 5‐Step “One‐Minute Preceptor.”
Using a Flipped Classroom
Peer Observation of Teaching
Cognitive Task Analysis Techniques to Inform Skills Teaching
Advice for Teachers
Advice for Students
Conclusions
References
4 How Are Clinical Skills Practiced?
Box 4.1 Key Messages
Introduction
Practice Makes Perfect but Not All Practice Is Perfect – How a Student Ensures That They Are Learning and Practicing the Correct Method
Cognitive Processes and Preparation for Practice
How Should Practice Be Scheduled to Be Helpful?
Deliberate Practice and Taking Time to Learn Properly
Reflective Practice and Working on Steady Improvement
Mindfulness Practice and Focusing on the Task at Hand
Growth Mindset
Box 4.2 Practice Makes Perfect – How to Improve Your Skills for a Lifetime
Learning Curves and Their Implications for Clinical Skills Practice. What Are Learning Curves and What Are They Used for?
How Are Learning Curves Used in Clinical Skills Education?
Do Learning Curves Essentially Look the Same?
Differentiating Expertise – Becoming an Automatic Versus Deliberate Expert
What Are Forgetting Curves and Why Are They Important?
Do Students Begin at the Same Point? Consider the Y‐intercept
How Do Learning Curves Fit in with the Current Trend in Outcomes‐based Education? How Does This Help Development in Clinical Practice?
Making the Most of Peer Support for Practice
Conclusion
Box 4.3 Making the Most of the Clinical Skill Laboratory for Practice
References
5 How Do I Know if I am Learning What I Need to?
Key Messages
Introduction
Why Is Assessing Clinical Skills Important?
Box 5.1 Reasons for Assessing Clinical Skills
Summative Assessments
Objective Structured Clinical Examination (OSCE)
Workplace‐Based Assessments
In‐training Evaluation Reports (ITERs)
Direct Observation of Procedural Skills (DOPS)
Mini‐Clinical Evaluation Exercise (mini‐CEX)
Case‐based Discussion (CbD)
Entrustable Professional Activities (EPAs)
Portfolios
Making the Most of Feedback. What Is Feedback and How Useful Is It?
Potential Sources of Feedback
Frameworks for Feedback
Box 5.2 Key Considerations for Effective Feedback in Clinical Settings
The Role of the Learner
Fostering a Collaborative Learning Culture
The Role of Coaching
Conclusion
References
6 How Do I Prepare for Assessment and How Do I Know I Am Being Assessed Fairly?
Introduction
Key Messages
Psychological Preparation for Exam Performance and Common Barriers to Good Performance. Understanding the Purpose of Assessment
Increasing Assessment Literacy in Preparation for the OSCE
Practice Is the Key to Success
Dealing with Exam Anxiety
Essential Information for Student Preparation
Enhancing Assessment Literacy Through Peer and Self‐Assessment
Standard Setting Techniques – What Are They, Principles of How They Work and Are Applied. What Is the Standard?
Marking Criteria: Checklists or Global Rating Scales
Methods of Calculating the Standard
Quality Assurance in OSCEs – Reasons Why Stations and Learners Exhibit Variability
Validity
Reliability
Post‐Exam Analysis
How Does Assessment in the Workplace Differ from That in the Skills Center?
References
7 How Can I Best Learn in a Simulated Environment?
Box 7.1 Key Messages
How Are Skills Taught?
How Are Skills Learned?
Live Animals
Cadavers
Models
Fidelity
Combinations That Work
Live Animal + Low‐Fidelity Model (Simultaneous)
Low‐Fidelity Models, Then Live Animals (Consecutive)
Low‐Fidelity Model + High Psychological Fidelity Environment
Low‐Fidelity Model + Simulated Client
Low‐Fidelity Model + Cadaver
Hints for Learning Clinical Skills
Conclusions
A Clinical Skills Training Example
General Course Information
Delivery of the Gentle Animal Handling Curriculum
Discussion of the Gentle Animal Handling Curriculum
References
8 How Do I Make Use of Peer Teaching?
Key Messages
Introduction
What Is Peer Teaching?
What Are the Benefits and Limitations of Peer‐assisted Learning? Benefits of PAL
Benefits for Student Tutors
Benefits for Student Tutees
Benefits for the Institution
Limitations of PAL
How to Use and Implement Peer Teaching. Teaching Methods for PAL
When to Use PAL
Which Students to Include in PAL
Tutor Training
Helpful Strategies
Considerations
Conclusions
References
9 What Other Skills Are Vital to Successful Clinical Practice?
Key Messages
Introduction
Box 9.1 Example of a Common Situation in Clinical Practice. Scenario: The Sick Puppy
Decision‐Making in Situations of Complexity and Uncertainty
Communication
Collaboration
Conflict Resolution
Resilience
Teamwork
Reflective Practice and Lifelong Learning
Professional Identity Development
Box 9.2 Example: Developing Clinical Consultation Skills Through Reflective Practice
Conclusion
References
Appendix 1 OSCEs (Objective Structured Clinical Examinations)
Making a Cheese and Pickle Sandwich
Notes
Asepsis – Gowning and Closed Gloving
Examiner's Information
Grading for Gowning and Gloving
Asepsis – Draping
Bovine Anatomy and Surgical Landmarks ‐ Part One
Bovine Anatomy and Surgical Landmarks ‐ Part Two
Canine Physical Exam
Station Checklist/Grading
Surgical Towel Placement Rubric
Pedicle Ligature (two‐handed tie) Rubric
Equine Handling & Restraint
Intramuscular Injection in a Canine Model
Anesthetic Machine Set‐Up and Leak Testing
Case Scenario and Student Tasks
SA Anesthesia Station Checklist/Grading
Appendix 2 Recipes for Making Clinical Skills Models
Canine Castration Model
Steps for Making the Model
Reference
Dental Scaling Model
Steps for Making the Model
Supporting learning resources for use when teaching/learning with the model
Acknowledgments
Reference
Endotracheal Intubation Model
Steps for Making the Model
Top Tips for Making and Using the Model
Supporting learning resources for use when teaching/learning with the model
Reference
Equine Abdominocentesis Model
Steps for Making the Model
Top Tips for Making and Using the Model
Acknowledgments
Canine Leg with Cephalic Vein Model
Steps for Making the Model
Tips for Making and Using the Model
Silicone Skin Suturing Model
Steps for Making the Model
Tips for making and using the model
Supporting learning resources for use when teaching/learning with the model
Acknowledgments
SimSpay Model
Steps for Making the Model
Top Tips for Making and Using the Model
Supporting learning resources for use when teaching/learning with the model
Acknowledgments
Reference
Surgical Prep Model
Steps for Making the Model
Top Tips for Making and Using the Model
Acknowledgment
Tea Towel Suturing Model
Steps for Making the Model
Supporting learning resources for use when teaching/learning with the model
Paper about the model
Index
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