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Veterinary Curriculum Leaders: Motivators, Barriers, and Attributes.

Sheena M Warman1, Kate A Cobb2, Heidi J Janicke3

  • 1Bristol Veterinary School, University of Bristol, Langford House, Langford, BS40 5DU UK.

Journal of Veterinary Medical Education
|March 17, 2023
PubMed
Summary
This summary is machine-generated.

Veterinary curriculum leaders are motivated by making a difference and face barriers in self-development. Essential skills include leadership and communication, with tensions arising from autonomy and conflicting priorities.

Keywords:
academic leadershipcurriculum leadershipfaculty developmentself-determination theoryveterinary curricula

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Area of Science:

  • Veterinary Education
  • Higher Education Leadership
  • Curriculum Development

Background:

  • Curriculum leaders are crucial for veterinary program development, accreditation, and priorities.
  • Understanding their career paths, motivations, and challenges is vital for effective leadership support.
  • Self-determination theory provides a framework for analyzing role-related tensions.

Purpose of the Study:

  • To describe the career trajectories of veterinary curriculum leaders.
  • To identify key motivators, barriers, and essential knowledge, skills, and attributes (KSAs) for the role.
  • To explore role-related tensions using self-determination theory.

Main Methods:

  • An international online survey was distributed to individuals identifying as curriculum leaders.
  • Forty-five participants completed the survey.
  • Data analysis focused on motivations, barriers, KSAs, and experienced tensions.

Main Results:

  • Most participants held advanced qualifications and leadership training; a smaller proportion had formal education training.
  • Primary motivators included a desire to effect change, teaching satisfaction, and social influences.
  • Key barriers involved self-development and achieving curriculum objectives. Essential KSAs encompassed professional knowledge, educational theory, leadership, and communication skills.
  • Tensions were identified concerning autonomy, social relatedness (conflicting colleague priorities), and perceived competence (lack of advanced educational training opportunities).

Conclusions:

  • Effective support and training for veterinary curriculum leaders require addressing identified barriers and tensions.
  • Institutions should foster opportunities for advanced educational training to enhance leader competence.
  • Understanding leader motivations and KSAs can inform strategies for supporting current and future veterinary educators.