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Workplace learning in veterinary education: a sociocultural perspective
Journal of Veterinary Medical Education
|September 21, 2013
Summary
This study highlights the need for more theoretical research in veterinary workplace learning. Applying sociocultural theories can enhance veterinary education and practice.
Area of Science:
- Veterinary Education
- Sociocultural Learning Theories
Background:
- Workplace learning is crucial for veterinary education but lacks theoretical depth.
- Current literature primarily offers descriptive accounts rather than research-informed models.
Purpose of the Study:
- To advocate for theoretically informed research in veterinary workplace learning.
- To explore the application of sociocultural learning theories to veterinary practice.
Main Methods:
- Conceptual analysis of existing literature on workplace learning in veterinary contexts.
- Discussion of situated learning theory and workplace learning theory.
- Illustration with composite examples of student feedback from veterinary clinical settings.
Main Results:
- Veterinary practice can be effectively framed as a social, relational, and discursive practice.
- Sociocultural theories offer valuable frameworks for understanding and improving workplace learning.
- Key themes include teacher/learner roles and assessment of integrated practice.
Conclusions:
- A theoretical perspective grounded in sociocultural learning is needed to develop effective workplace learning models in veterinary settings.
- This approach can inform the design of better educational strategies for veterinary students.
- Insights from medical education offer relevant examples for veterinary practice.
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