Using Learning Theories to Develop a Veterinary Student Preparedness Toolkit for Workplace Clinical Training.

Area of Science:

• Veterinary Education
• Learning Theory
• Competency-Based Education

Background:

• Workplace clinical training (WCT) is a critical phase before veterinary surgeon graduation.
• The competency movement significantly impacts veterinary education reforms.
• Student preparedness directly influences performance in WCT.

Purpose of the Study:

• To explore veterinary workplace clinical training through multiple learning theories.
• To define and operationalize "preparedness" as a measure of student competence in WCT.
• To develop a conceptual framework for optimizing student learning and participation in WCT.

Main Methods:

• Analysis of WCT using cognitivist, social constructivist, and socio-culturalist learning theories.
• Identification of key student preparedness characteristics (behaviors, attributes, knowledge, skills, awarenesses).
• Development of the "Preparedness Toolkit" conceptual framework.

Main Results:

• Learning theories provide valuable insights into veterinary WCT.
• Preparedness is operationalized as a predictor of competent learning and participation.
• The "Preparedness Toolkit" framework integrates diverse student characteristics.

Conclusions:

• A multi-theoretical approach enhances understanding of veterinary WCT.
• The "Preparedness Toolkit" offers a novel framework for optimizing student preparedness.
• This framework supports the development of competent veterinary surgeons through effective WCT.