Educational Principles and Practice in Veterinary Medicine

List of Contributors

Preface - Katherine Fogelberg

Chapter 1: Educational philosophy and philosophers

Section 1: Introduction and overview – Katherine Fogelberg and Ying Wang

Section 2: A brief history of Western educational philosophy – Katherine Fogelberg

Section 3: The Eastern Origins of the Philosophy of Education – Ying Wang

Section 4: Ethics and aims of education – Ying Wang

Section 5: Educational philosophers of note – Katherine Fogelberg

Section 6: Teacher-centered educational philosophies: essentialism and perennialism – Ying Wang and Katherine Fogelberg

Section 7: Learner-centered educational philosophies: pragmatism and existentialism – Katherine Fogelberg

Section 8: Socially-centered educational philosophies: behaviorism and reconstructionism – Katherine Fogelberg

Summary

References

Chapter 2: Educational theory and theorists

Section 1: Introduction – Katherine Fogelberg

Section 2: The Big Three and their other sibling – Katherine Fogelberg

Part 1: Positivism: The launching pad for behaviorism and other learning theories

Part 2: Behaviorism: The foundations of outcomes-based education

John B. Watson

Edward Thorndike

B.F. Skinner

Part 3: Cognitivism: Recognition that mental processes matter

Part 4: Constructivism: The student as an active and reflective learner

Jerome Bruner

John Dewey

Maria Montessori

Jean Piaget

Lev Vygotksy (with Kimberly S. Cook)

Section 3: Educational Equity: The classroom as an equalizer – Katherine Fogelberg

Part 1: Gloria Evangelina Anzaldúa – Freyca Berumen-Calderon and Karla O’Donald

Part 2: W.E.B. DuBois – Katherine Fogelberg

Part 3: Paulo Freire – Katherine Fogelberg

Part 4: bell hooks – Katherine Fogelberg

Summary

References

Chapter 3: Cognition and learning - Peter Doolittle and Meghan Byrnes

Section 1: Introduction

Section 2: Social Cognitive Theory

Part 1: Human Agency and Self-Regulation

Part 2: Human Agency and Self-Efficacy

Part 3: Human Agency and Social-Modeling

Part 4: Human Agency and Personal Identity

Part 5: Educational Implications of Social Cognitive Theory

Section 3: Learning, Memory, and Cognition

Part 1: A Framework for Memory and Cognition

Part 2: Conceptual Knowledge

Part 3: Fostering Deep and Flexible Knowledge

Part 4: Multitasking and the Pursuit of Processing

Part 4: Educational Implications of Cognition and Learning

Chapter 4: Andragogy – Katherine Fogelberg

Section 1: Introduction

Section 2: Very brief history of pedagogy

Section 3: History and emergence of andragogy

Section 4: Features and foundations of Knowles’s andragogy

Section 5: Challenges to andragogy

Section 6: Support of andragogy

Section 7: Applications to the veterinary classroom

Summary

References

Chapter 5: Understanding the professional program student

Section 1: introduction and Overview – Bobbi J. Conner

Section 2: Who Are Our Students? – Lawrence Garcia

Section 3: Neurodivergence – Matthew Schexnayder

Section 4: Personality Types – Bobbi J. Conner

Section 5: How Our Students Fit into Our Structures – Lawrence Garcia

Section 6: Expectations – Lawrence Garcia

Section 7: Student Factors – Bobbi J. Conner

Section 8: Practical Tips for Safely Incorporating Failure into Veterinary Education – Bobbi J. Conner

Summary

References

Chapter 6: Roles of the professional program instructor

Section 1: Classroom Learning – Pippa Gibbons

Section 2: Laboratory and Clinical Skills Instruction – Dawn M. Spangler and Lynda M.J. Miller

Section 3: Teaching Personal Finances – Erik Hofmeister

Section 4: Including Cultural Humility, Cultural Competency, and Cultural Fluency in the Veterinary Medical Curriculum – Lisa M. Greenhill, S.M. Polisetti, and Kendall P. Young

Section 5: Teaching Empathy and Ethics – Shelly Wu and Gabriel Huddleston

Section 6: Teaching and Practicing Foundational Communication Skills – Ryane E. Englar

Section 7: Teaching on the Clinical Floor and Training House Officers – Micha C. Simons and Stephanie Thomovsky

Chapter 7: Technology in the classroom

Section 1: Introduction – Shane M. Ryan and Sarah A. Bell

Part1: Learning Management Systems

Part 2: Learning Analytics

Part 3: Learning Tools

Section 2: Presenting Information and Interactions with Content – Shane M. Ryan and Sarah A. Bell

Section 3: Online and Blended Learning – Shane M. Ryan and Sarah A. Bell

Part 1: Online Learning

Part 2: Blended Learning

Section 4: Instructional Systems Design for Digital Learning – Shane M. Ryan and Sarah A. Bell

Section 5: Veterinary Student Success in Technology Enhanced Learning – Shane M. Ryan and Sarah A. Bell

Part 1: Equity and Accessibility Considerations

Part 2: Universal Design for learning

Section 6: Safety and Security Considerations – Shane M. Ryan and Sarah A. Bell

Section 7: Present and Future Technologies to Enhance Learning – Sarah Baillie and Micha C. Simons

Part 1: Common Forms of Educational Technologies

Part 2: Review of Examples of Technologies Used in Veterinary Education

Summary

References

Additional Resources

Chapter 8: The Syllabus – Katherine Fogelberg

Section 1: Introduction

Section 2: Syllabus Purposes

Section 3: Creating an Effective Syllabus

Section 4: The Syllabus as a Tool to Document Scholarship in Teaching and Learning

Summary

References

Additional Resources

Chapter 9: Assignments and Rubrics – Jo Smith

Section 1: Introduction

Section 2: Assignments

Section 3: Rubrics

Part 1: Types of Rubrics

Part 2: Creating Effective Rubrics

Summary

References

Chapter 10: Assessing Student Learning: Exams, Quizzes, and Remediation

Section 1: Formative vs. Summative Assessments and the Role of Evaluations – Kimberly S. Cook and Katherine Fogelberg

Part 1: Introduction

Part 2: Evaluation Overview

Part 3: Evaluation vs. Assessment

Part 4: Components of Evaluation

Section 2: Writing Good Exam Questions – Patricia Butterbrodt

Part 1: Introduction

Part 2: Question Formats

Part 3: The Multiple-Choice Exam

Section 3: Exams and Quizzes: Determining Validity and Reliability – Katrina Jolley

Section 4: Remediation – Malathi Raghavan and Jo R. Smith

Summary

References

Additional Resources

Chapter 11: Assessing clinical skills – Stephanie L. Shaver

Section 1: Introduction

Section 2: Performance Assessment

Section 3: Workplace-Based Assessment

Section 4: Essential Concepts in Clinical Skills Assessment

Summary

References

Chapter 12: Different Approaches to Assessment – Erik Hofmeister

Section 1: Introduction and Approaches

Part 1: Script Concordance Test

Part 2: Extended Matching Questions

Part 3: Individual Readiness Assessment Tests

Part 4: Blogging/Handout

Part 5: Reflections/Journals

Part 6: Image Creation

Part 7: Exam Question Creation

Part 8: Role-Playing

Part 9: Presentations

Part 10: Oral Exams

Part 11: Portfolios

Part 12: Audio and Video Options

Section 2: Implementing New Assignments

Section 3: Novel Grading Schemes

Part 1: Contract Grading

Part 2: Specifications Grading

Part 3: Labor Grading

Part 4: Competency-Based Grading

Part 5: Pass/Fail Grading

Part 6: Ungrading

Section 4: Implementing Novel Grading Schemes

Summary

References

Additional Resources

Chapter 13: Program outcomes

Section 1: Curriculum Mapping – Patricia Butterbrodt

Part 1: Introduction

Part 2: The Two-Level Curriculum Map

Part 3: The Multi-Level Curriculum Map

Part 4: Time and Human Resources Needed

Part 5: Levels of the Map

Part 6: Software for a Curriculum Map

Section 2: Accountability in Assessment Outcomes – Katrina Jolley

Section 3: Ensuring Students Meet Benchmarks for Student Learning – Katrina Jolley

Section 4: Tracking Student Outcomes – Katrina Jolley

Part 1: Individual

Part 2: Cohort

Part 3: Clinical

Part 4: Program

Part 5: Legal Implications for Tracking Outcomes

Summary

References

Chapter 14: Mentoring students

Section 1: Veterinary Student Mentorship - Micha C. Simons and Stephanie Thomovsky

Section 2: Mentoring Students in Veterinary Educational Research – Julie A. Hunt

Section 3: Cheating and Other Unethical Student Behavior – Katrina Jolley

Summary

References

Chapter 15: Educational development – Jesse Watson and Sherry A. Clouser

Section 1: Introduction: Educational Development in Veterinary Education

Section 2: Educator Development

Part 1: From “Faculty Development” to “Educator Development”

Part 2: Educator Development Models in Medical Education

Section 3: Building and Educator Development Program

Part 1: Establish Needs

Part 2: Establish Purpose

Part 3: Define Leadership and Membership

Part 4: Select a Model

Part 5: Select Content Set Learning Objectives / Outcomes

Part 6: Select activities

Section 4: Recommendations for Success

Summary

References

Chapter 16: Documenting teaching for career advancement – Misty R. Bailey and Susan M. Matthew

Section 1: Introduction

Section 2: Structure of This Chapter

Part 1: Teaching

Part 2: Mentoring and Advising

Part 3: Learner Assessment or Outcome Assessment

Part 4: Educational Research and Scholarship

Part 5: Curriculum and Program Development

Part 6: Educational Leadership and Administration

Summary

References

Chapter 17: Educational research

Section 1: Introduction to Educational Research – Jill MacKay

Part 1: When Research Goes Wrong

Part 2: The Replication Crisis: A Primer

Part 3: The Replication Crisis and Open vs. Questionable Research Practices

Section 2: Designing the Educational Research Study – Jill MacKay

Part 1: Ontology, Epistemology, and Reality

Part 2: Methodology

Part 3: Methods

Part 4: An Overview of Key Terminology

Part 5: Study Design

Section 3: Collecting Data – Jill MacKay

Part 1: Research Surveys

Part 2: Research Interviews

Part 3: Focus Groups

Part 4: Recording Behavior

Part 5: Secondary Data

Section 4: Analyzing Data – Jill MacKay

Part 1: Quantitative Analysis

Part 2: Qualitative Analysis

Section 5: The Ethics of Educational Research – Shelly Wu

Part 1: IACUCU vs. IRB

Part 2: CITI Training

Section 6: Reporting the Educational Study – Jill MacKay

Summary

References

Chapter 18: Building Bridges between research and practice – Julie A. Hunt

Section 1: Introduction

Section 2: Educational Theory’s Impact on Educational Research

Section 3: How Educational Research Can Increase Its Impact on Educational Practice

Section 4: Educational Research Challenges

Section 5: Barriers to Changing Educational Methods

Section 6: How Educational Research Has Changed Veterinary Education Practices

Summary

References

Chapter 19: History and purpose of higher education – Donald B. Mills and Kimberly S. Cook

Section 1: Introduction

Section 2: Brief History of Higher Education in the United States

Section 3: Specialized Institutions

Section 4: Students

Section 5: Purpose

Summary

References

Chapter 20: Private and Public Institutions – Kimberly S. Cook and Donald B. Mills

Section 1: Introduction

Section 2: Public Institutions

Part 1: Public Higher Education Funding

Part 2: Governance and Operations Structure

Part 3: Accreditation

Section 3: Private Institutions

Part 1: For Profit

Part 2: Non-profit

Part 3: Funding

Part 4: Governance and Operations Structure

Section 4: Politics and Academic Freedom

Section 5: Organizational Change

Summary

References

Chapter 21: Higher education policies – Patricia Butterbrodt

Section 1: Introduction

Section 2: University Policy Areas

Section 3: Faculty Responsibility to Policy

Summary

References

Chapter 22: Leadership in higher education – Erik Hofmeister

Section 1: Introduction

Section 2: Principles of Leadership

Section 3: Leadership in Education

Section 4: Characteristics of Effective Leaders

Section 5: Incorporating Leadership into the Veterinary Curriculum

Summary

References

Chapter 23: Accreditation

Section 1: Overview – Myrah Stockdale

Section 2: Abbreviated History of Accreditation in the United States – Myrah Stockdale

Section 3: History of Accreditation in Veterinary Education – Malathi Raghavan

Section 4: Accrediting Bodies

Part 1: Overview - Myrah Stockdale

Part 2: Accrediting Agencies – Malathi Raghavan

Section 5: International Accreditation – Malathi Raghavan

Section 6: Accreditation of Veterinary Education Worldwide – Malathi Raghavan

Part 1: United Kingdom

Part 2: Europe

Part 3: Australia and New Zealand

Part 4: Mexico

Part 5: Asia

Part 6: South Africa

Part 7: Brazil

Part 8: In the Absence of Accreditation

Section 7: The Process of Accreditation

Part 1: Overview – Myrah Stockdale

Part 2: First-time Accreditation – Stacy Anderson

Part 3: Expanding the Accreditation Cycle – Myrah Stockdale

Part 4: Project Cycles – Myrah Stockdale

Section 8: Additional Considerations

Part 1: Distributive Models – Stacy Anderson

Part 2: Developing a Quick Reference Guide – Myrah Stockdale

Summary

References

Additional Resources

Appendix

Chapter 24: Leaving thoughts and the future of veterinary education – Katherine Fogelberg

Section 1: Introduction

Section 2: The Power of Veterinary Medical Education

Section 3: Moving Veterinary Education Forward

Section 4: Conclusion and Leaving Thoughts

References

Index

Katherine Fogelberg, DVM, PhD, MA

Is Associate Dean for Professional Programs and Associate Professor, Department of Population Health Sciences, at the Virginia-Maryland College of Veterinary Medicine in Blacksburg, Virginia, USA.