Extra Mural Studies

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Extra Mural Studies

• Do students share their experiences?

Elizabeth Rees BA(Hons) ree576_at_liverpool.ac.uk
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Faculty of Veterinary Science Degree Course
5 year Course
38 weeks Extra Mural Studies (EMS)
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The first 2 years are Pre-Clinical years
12 weeks EMS must be completed
These are spent on livestock farms, in kennels
and riding schools
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The next 3 years are Clinical years
26 weeks EMS must be completed
These are spent in veterinary practices,
abattoirs and with the Veterinary Laboratory
Agency
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Monitoring of EMS
Administration all years
Check number of weeks students have done and where
Certificate of attendance validated by EMS
provider
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Monitoring of EMS
Years 1 2 - write short reports lt500 words
on each placement
- write 2 long reports lt2500
words 1 on a horse placement 1 on a cattle
placement 30 of marks go towards 2nd year
examination
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Monitoring of EMS
Years 3, 4 5 - keep a journal of cases seen
in Practice - write a
referral letter -
write 2 clinical case reports in detail 5 of
marks go towards the final year examination
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Question 1.Which year are you in ?
70 replies from Years 3 and 4
Survey posted on Blackboard in February 2006
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Question 2. Which people are you most likely to
discuss your EMS experiences with
Tutor
EMS Provider
Colleagues within your year
Colleagues within other years
Friends and family outside of the University
Not with anyone
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Question 2. Which people are you most likely to
discuss your EMS experiences with
Colleagues within your year 65
Friends and family outside of the University 21
EMS Provider 10.5
Not with anyone 2.5
Tutor 0.6
Colleagues within other years 0
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Question 3. If a problem arises with your EMS,
place in order the people you would be most
likely to communicate with

Tutor
EMS Provider
Colleagues within your year
Colleagues within other years
Friends and family outside of the University
Not with anyone
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Question 3. If a problem arises with your EMS,
place in order the people you would be most
likely to communicate with

Friends and family outside of the University 37
EMS Provider 32
Colleagues within your year 15.5
Tutor 13
Not with anyone 2
Colleagues within other years 0
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Question 4. What is your preferred method of
communicating with each of the following people
Your peers within the veterinary course
Friends and family outside of the University
Tutor
EMS Provider
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Options
Informal chat
Mobile phone call (not text)
Mobile text message
EMail
Hard copy (letter)
Other
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Question 4. What is your preferred method of
communicating with each of the following people
Informal chat 79
Your peers within the veterinary course
Mobile text message 12
Friends family outside of the University
Informal chat 78
Mobile phone call (not text) 18
Email 74.5
Tutor
Informal chat 22
EMS Provider
Informal chat 44
Hard copy (letter) 14
Mobile phone call (not text) 29
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Summary of EMS Communications

• Students were most likely to talk to colleagues
  within
• their year about their EMS experiences. This
  was by
• informal chat. Mobile phone texting was also
  popular.
• 2. Family friends were the most likely contacts
  if a
• problem arose with EMS. Communication was by
  informal
• chat or mobile phone (non-text).
• 3. Students were not keen to contact their
  tutors.
• Those that did preferred to use Email.
• 4. Student contact with the EMS provider was via
  informal
• chat but also by letter.
• 5. Sadly a few students preferred not discuss
  their EMS
• experiences with anyone.

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(No Transcript)
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Extra Mural Studies in Veterinary Education

• Essential but undervalued
• Can E-Portfolios help?

Avril Senior BVSc MA MRCVS avrils_at_liv.ac.uk
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Research objectives

• Provide an experiential assessment system
• Ensure discussion opportunities timetabled
• Incentive to do more?
• Provide feedback to the students

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Database construction

• A completely electronic system for placement
  booking and assessment
• Reduce paperwork
• Prevent falsification of evidence
• Integrate with LUSID
• Provide feedback for the students

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E-Portfolio Structure
Whatever the structure, it must be relevant to
the student.
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What is an E-Portfolio?
Data Repository
Personal web space
Learner driven
Presentational tool
Institutional tool
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BLOG KEY SKILLS LEARNING OBJECTIVES DRUG
GLOSSARY ACHIEVEMENTS
CV PDP CASE STUDIES/CORE CASES PEER
APPRAISALS COLLABORATIVE WORK REVISION NOTES
DISCUSSION BOARD QUESTIONS
Welcome to my portfolio
FAVORITE LINKS GOOGLE PUBMED RCVS WEBSITE
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BLOG
22/05/06 Park Vet clinic 18mnth old chiahuahua
F(N) HX BIOP 3 weeks from rescue.
non pruitic alopecia, adherent scale, in-contact
humans have similar cutaneous lesions. DDX
dermatophytosis, FAD, contact allergy,
demodicosis, seasonal flank alopecia, trauma,
infection. TESTS Woods lamp ve, Skin scrapes
ve, Hair pluck ve for dermatophytes TX
Griseofulvin daily for 6 weeks. Feed with fatty
meal.
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BLOG KEY SKILLS LEARNING OBJECTIVES DRUG
GLOSSARY ACHIEVEMENTS
CV PDP CASE STUDIES/CORE CASES PEER
APPRAISALS COLLABORATIVE WORK REVISION NOTES
DISCUSSION BOARD QUESTIONS
Welcome to my portfolio
FAVORITE LINKS GOOGLE PUBMED RCVS WEBSITE
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KEY SKILLS-Yr 3 (Equine)
Yes/No Yes/No Yes/No Yes/No Yes/No Yes/No Yes/No Y
es/No Yes/No
Clin exam Temp/Pulse/HR/RR Physical
restraint Ageing by dentition Hoof
paring/trimming Shoe removal Oral Admin of
medicines Bandaging- digit/carpus/hock Prep/steril
isation of instruments Thoracic auscultation -4
heart sounds.
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BLOG KEY SKILLS LEARNING OBJECTIVES DRUG
GLOSSARY ACHIEVEMENTS
CV PDP CASE STUDIES/CORE CASES PEER
APPRAISALS COLLABORATIVE WORK REVISION NOTES
DISCUSSION BOARD QUESTIONS
Welcome to my portfolio
FAVORITE LINKS GOOGLE PUBMED RCVS WEBSITE
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LEARNING OBJECTIVES

• Practice placing twitches
• Start observing lameness workups
• Get better at hearing all 4 heart sounds
• Improve my bandaging skills
• Use the ophthalmoscope
• Improve my communication skills with clients
• Help with post mortem examinations

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BLOG KEY SKILLS LEARNING OBJECTIVES DRUG
GLOSSARY ACHIEVEMENTS
CV PDP CASE STUDIES/CORE CASES PEER
APPRAISALS COLLABORATIVE WORK REVISION NOTES
DISCUSSION BOARD QUESTIONS
Welcome to my portfolio
FAVORITE LINKS GOOGLE PUBMED RCVS WEBSITE
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DRUG GLOSSARY
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ASSESSMENT

• In depth case studies - 1case/student/yr
• Peer assessed
• Review given a mark
• (Work collaboratively to produce a best
  practice scenario)
• Key skill list completed
• OSCEs

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The Ultimate Goal!
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The Ultimate Goal!
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The Ultimate Goal?
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Summary

• Align EMS experiences with theoretical and
  practical teaching
• Encourage reflective practice
• Allow self expression and illustrate self
  progression
• Help people define their own success?

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Overview
EMS
Database
Reflective learning
E-portfolios

• Discussion boards
• Active learning
• PBL

Assessment
Clinical
Pre-clinical