Evaluating the Experiences of Novice Veterinary Clinical Practice Educators: A Qualitative Reflection on a UK...

Area of Science:

• Veterinary Education
• Clinical Educator Training
• Higher Education Pedagogy

Background:

• The UK veterinary education sector is adopting distributed learning models.
• This shift requires clinicians to transition into novice educator roles.
• Specialized training is crucial for effective clinical educator development.

Purpose of the Study:

• To evaluate the efficacy of a clinical educator training program at the University of Surrey.
• To explore novice educators' reflections on their training experience.
• To identify areas for improvement in veterinary clinical educator training.

Main Methods:

• Inductive thematic analysis of 53 reflective narratives from novice clinical educators.
• Convenience sampling of participants post-training.
• Qualitative analysis of reflections on educational theory and practice.

Main Results:

• Educators reported enhanced awareness of student learning needs, informed by learning theories.
• Innovative concepts like "feedforward" and student reflection in feedback were highlighted.
• Significant personal growth and introspection (47%) were noted.
• Participants experienced increased self-confidence but faced challenges balancing training with professional duties.

Conclusions:

• The University of Surrey's program effectively supports veterinary clinical educator identity development.
• Training enhances understanding of educational theory and student-centered practices.
• Further research should address time allocation and support for educators balancing dual roles.