Using learning theory to support vets in multiple teaching roles

摘要

Science has been at the core of veterinary interventions, decision: and treatments for veterinary practitioners for many decades. The role of the veterinarian as a teacher has evolved from communication with clients on a one-to-one basis to part-timelecturing in second- and third-level education, and also teaching small groups such as other vets, vet nurses, farmers, and pet owners. However, from an international perspective much of the vet's teaching practice is neither science-based nor supportedby learning theory.1 In the university setting, many revert to the traditional lecture method, adopting the expected role as subject expert, imparting information, which is received in a passive way by the students. What sort of learning is happening andhow do we know if it is surface or deep learning?2 Furthermore, for many students, a crowded, heavy lecture schedule often ensures that their cognitive load has well surpassed their working memory.3 Formal lectures can seem very long for the majority and student concentration during this type of class seems to drop off after a relatively short period.