Creating a Pedagogical Development Program for Veterinary Clinical Teachers: A Discipline-Specific, Context-Relevant,...

Area of Science:

• Veterinary Education
• Pedagogical Training
• Higher Education

Background:

• Clinical teachers in veterinary medicine balance patient care and student education.
• Limited access to pedagogical training exists for many clinical teachers at veterinary universities.
• The University of Copenhagen sought to address this gap by developing a tailored program.

Purpose of the Study:

• To create a discipline-specific, context-relevant pedagogical program for clinical veterinary teachers.
• To address the perceived needs and challenges faced by clinical educators in veterinary settings.
• To enhance the quality of clinical teaching and student assessment.

Main Methods:

• Utilized Action Learning Consulting (ALC) principles for program development.
• Collaborated closely with clinical teachers to identify needs and co-create content.
• Delivered a three-seminar program focusing on clinical teaching situations, pedagogical psychology, and assessment/feedback.

Main Results:

• The program received positive participant feedback, highlighting its relevance and value.
• Created a forum for critical discussions on clinical teaching and learning.
• Provided participants with greater insight into pedagogical themes relevant to their practice.

Conclusions:

• The developed pedagogical program is highly context-relevant and well-anchored within the veterinary organization.
• The program's success suggests its potential for repetition and continuous evolution.
• Tailored pedagogical training can effectively support and enhance clinical veterinary education.