Learning through clinical extramural studies: an observational study

Area of Science:

• Veterinary Education
• Self-Regulated Learning
• Workplace Learning

Background:

• Veterinary medicine programs integrate formal education with workplace experiences.
• Clinical workplace learning is often informal, embedded within daily service provision.
• Transitioning to workplace learning requires students to self-regulate, setting goals and evaluating outcomes.

Purpose of the Study:

• To describe how final year veterinary students plan, learn, and reflect during clinical extramural studies (CEMS).
• To identify student strategies for self-regulated learning in the veterinary workplace.
• To inform the design of support systems for enhancing student learning in CEMS prior to the COVID-19 pandemic.

Main Methods:

• Observational, repeated cross-sectional study at University College Dublin.
• Analysis of student activity records and surveys from 2017 and 2018.
• Students described CEMS planning, learning activities, and reflections.

Main Results:

• Students primarily undertook placements in small/production/mixed animal practices.
• CEMS is valued for career goals, but financing is a major planning obstacle.
• Finding placements for practical skill development and active learning was challenging.

Conclusions:

• Student insights into CEMS planning and learning highlight factors influencing self-regulation.
• Understanding these factors can inform educational interventions to support veterinary student learning.
• This research provides a foundation for improving veterinary education through enhanced workplace learning support.