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Identifying the Barriers to Incorporating Reflective Practice into a Veterinary Curriculum.

Denis Duret, Nuria Terron-Canedo, Margaret Hannigan

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    Summary
    This summary is machine-generated.

    Veterinary students found reflective diaries in electronic portfolios stressful and irrelevant to their careers. This led to a restructuring of professional skills reflection within the university curriculum.

    Keywords:
    assessmente-portfolioportfolioreflective practiceveterinary curriculumveterinary studentswell-being

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    Area of Science:

    • Veterinary Education
    • Professional Development
    • Reflective Practice

    Background:

    • Reflective content in portfolios is crucial for lifelong learning in veterinary surgeons.
    • Electronic portfolios (e-portfolios) are increasingly used in education.
    • Understanding student experiences with e-portfolios is essential for effective implementation.

    Purpose of the Study:

    • To investigate veterinary students' experiences with reflective diaries in an e-portfolio.
    • To explore student perceptions of the e-portfolio's reflective components.
    • To identify key themes influencing student engagement with reflective practice.

    Main Methods:

    • Qualitative analysis of focus group discussions with veterinary students (years 1-4).
    • Exploration of student perceptions regarding e-portfolio use and reflection.
    • Identification of emergent themes from student feedback.

    Main Results:

    • Three major themes emerged: assessment concerns, understanding assignment relevance, and student well-being (stress, anxiety).
    • Students expressed concerns about the assessment process and perceived limited relevance of reflective diaries to their future careers.
    • A significant disconnect was noted between the educational goals of reflective practice and student experience.

    Conclusions:

    • Veterinary students' current experience with reflective diaries in e-portfolios is largely negative, impacting their perceived value and well-being.
    • The findings necessitate a re-evaluation of how reflective practice is integrated and assessed in veterinary education.
    • The University of Liverpool's School of Veterinary Science is restructuring its approach to professional skills reflection based on student feedback.