Self-Directed Learning Objectives Prior to Workplace-Based Placements: Insights from Final-Year Veterinary Students...

Area of Science:

• Veterinary Education
• Workplace-Based Learning

Background:

• Distributed teaching models utilize networks of partner practices for authentic veterinary education.
• Final-year veterinary students create personalized SMART (Specific, Measurable, Attainable, Relevant, and Time-bound) Learning Objectives (LOs) for clinical placements.

Purpose of the Study:

• To investigate the nature and focus of student-generated LOs.
• To determine if student priorities align with competences needed for professional practice transition.

Main Methods:

• Analysis of 336 LOs from 68 final-year veterinary students.
• Inductive thematic analysis and classification using SOLO taxonomy for cognitive complexity.

Main Results:

• Four dominant themes emerged: knowledge application, clinical competence, professional identity, and communication skills.
• Most LOs demonstrated moderate to high cognitive complexity (multistructural and relational).
• Students prioritized clinical competence and professional identity over communication skills.

Conclusions:

• Student-generated LOs reveal developmental priorities during the transition to practice.
• Enhancing LOs to include higher-order thinking and communication skills is recommended.
• Aligning LOs with contemporary veterinary practice realities can improve learning and preparation.