Veterinary Educator Teaching and Scholarship (VETS): A Case Study of a Multi-Institutional Faculty Development Program to Advance Teaching and Learning

Abstract

Content expertise in basic science and clinical disciplines does not assure proficiency in teaching. Faculty development to improve teaching and learning is essential for the advancement of veterinary education. The Consortium of West Region Colleges of Veterinary Medicine established the Regional Teaching Academy (RTA) with the focus of “Making Teaching Matter.” The objective of the RTA’s first effort, the Faculty Development Initiative (FDI), was to develop a multi-institutional faculty development program for veterinary educators to learn about and integrate effective teaching methods. In 2016, the Veterinary Educator Teaching and Scholarship (VETS) program was piloted at Oregon State University’s College of Veterinary Medicine. This article uses a case study approach to program evaluation of the VETS program. We describe the VETS program, participants’ perceptions, participants’ teaching method integration, and lessons learned. A modified Kirkpatrick Model (MKM) was used to categorize program outcomes and impact. Quantitative data are presented as descriptive statistics, and qualitative data are presented as the themes that emerged from participant survey comments and post-program focus groups. Results indicated outcomes and impacts that included participants’ perceptions of the program, changes in participant attitude toward teaching and learning, an increase in the knowledge level of participants, self-reported changes in participant behaviors, and changes in practices and structure at the college level. Lessons learned indicate that the following are essential for program success: (1) providing institutional and financial support; (2) creating a community of practice (COP) of faculty development facilitators, and (3) developing a program that addresses the needs of faculty and member institutions.

Penerapan Metode Best Practice Visual, Auditori, Dan Kinestetik Dalam Meningkatkan Pemahaman Mahasiswa Akan Struktur Anatomy-Physiology Sebagai Basic Laboratory Skills

“…Kemampuan ini kiranya mampu mendukung profesionalisme mahasiswa dalam bekerja. Peningkatan laboratory skills dilakukan bagi mahasiswa karena adanya ketakukan bahwa pendidikan tinggi hanya memiliki pengetahuan yang praktis (Gordon-Ross et al, 2020). Mahasiswa yang memiliki Laboratory skill diharapkan mampu mengaplikasikan ide-ide teoritis dalam menerapkan praktek teori ilmiah (Harman et al, 2016).…”