Development of an 'EMS Driving Licence' - a training and assessment package to prepare veterinary students for extramural studies (EMS) placements (clinical placement training)
N.B. The information below is authored by the mini-project applicants, not by staff of the subject centre. This text represents the views and opinions of the mini-project team only, not those of the subject centre or its affiliates.
Principal investigator
Catriona Bell,Full list of project partners
Catriona Bell, Teaching Fellow, Veterinary Teaching Organisation, Royal (Dick) School of Veterinary Studies, University of Edinburgh
Sarah Baillie, Researcher in LIVE at the Royal Veterinary College, London and part-time Teaching Fellow in the Veterinary Teaching Organisation, R(D)SVS
Susan Rhind, Director of Teaching and Learning, Veterinary Teaching Organisation, Royal (Dick) School of Veterinary Studies, University of Edinburgh
Gill McConnell, Educational Development Manager, Veterinary Teaching Organisation, Royal (Dick) School of Veterinary Studies, University of Edinburgh
Phil Scott, Clinical EMS Coordinator, Royal (Dick) School of Veterinary Studies, University of Edinburgh
Background
We propose an innovative, demand-driven veterinary education project which will respond to student needs, enhance student employability, and be delivered in a flexible format, thus addressing three of the key Scottish Quality Enhancement themes.
The Royal College of Veterinary Surgeons (RCVS) has a mandatory requirement for veterinary students to spend 26 weeks undertaking extramural studies (EMS) as a core professional requirement of their training.
EMS is the equivalent of clinical placement training in the health professions, and the majority of this time is spent in private practices where students watch and then perform procedures under the supervision of veterinary surgeons. As much of the intramural clinical teaching at UK veterinary schools is based at secondary or tertiary referral hospitals, EMS is an increasingly important way for students to gain practical experience in a first opinion veterinary practice (equivalent to a GP surgery).
EMS is recognised by the veterinary profession as an extremely important part of undergraduate veterinary training [1-6], and feedback from recent surveys of 'R(D)SVS New Graduates' has confirmed it's importance to the EMS learning experience [7]. Prior to starting their EMS placements, students presently receive a short briefing from a R(D)SVS staff member. However, recent consultation with veterinary practitioners has identified a need for better student preparation for placements in the modern workplace in order to optimise this training opportunity. This need was identified as a result of a short questionnaire survey and discussions that the R(D)SVS held recently (February 2006) with practitioners at a veterinary education focus group. Follow-up focus groups with undergraduate students then clarified the current situation from a student perspective, and also highlighted their concerns about EMS placements.
A number of issues were raised by both parties and an attempt has, therefore been made to address these concerns and issues. A pilot study has been undertaken to investigate whether a computer assisted learning (CAL) package would provide an appropriate resource for preparing students for EMS. Preliminary feedback from students and veterinary surgeons has indicated that such a package represents a potential solution.
Based on this defined need, the next stage is to implement a well designed and professional CAL package, plus associated resources for both students and veterinary practitioners. The result will be the development of an accessible resource of value to veterinary students both at the R(D)SVS and throughout the UK, that will enhance the EMS learning experience. The package would be based on a similar principal to the Driving Standards Agency 'Complete Learner Driver Pack', which prepares learner drivers for their theory and practical driving tests. The content of 'EMS Driving Licence' package will be informed by the results of our consultations, and the package will provide an online self-evaluation test, which students will be required to successfully complete prior to starting their EMS placements.
It is anticipated that with the successful development of this package, students will be better prepared for EMS, which will benefit both the students and their placement providers.
Proposed activities
A CAL package will be designed with supporting material (including pocketbooks, and practitioner guidelines). This will be an iterative process using regular input and feedback from stakeholders (students, staff and veterinary practitioners) to ensure that the package is both user-friendly and appropriate, and provides the required learning and informative outcomes.
Phase 1: (July 2006 - March 2007)
Focus groups will be undertaken with both veterinary practitioners and students, to further inform the content of the 'EMS Driving Licence Training Pack'.
Video Filming: A series of commonly encountered EMS scenarios will be written and filmed using professional actors at a veterinary practice, farm and stable yard. These will include short scenes outlining practice expectations of students, an overview of the working environment, and examples of common pitfalls that may be experienced. The use of a video format will enable important information to be disseminated in an informative yet accessible manner, and will also use 'real' practice situations to add authenticity to the scenarios. Actors have been identified who have considerable experience of working in the veterinary field, and currently undertake regular role-play exercises for communication skills training.
CAL package development: This will incorporate a range of materials including video clips; interactive quizzes; R(D)SVS and RCVS guidelines for EMS; reference material (such as normal temperature, pulse and respiration rates for common species), and relevant links about EMS. In addition, to help reinforce the preparation required for EMS placements, students will be required to pack a 'virtual EMS suitcase' containing basic knowledge, skills, equipment and appropriate clothing (both dress code and protective clothing).
Printed material: A pocketbook will be produced to supplement the CAL package, which will provide a readily available reference for students during EMS, when circumstances may prevent easy access to electronic resources. Additionally, a guide will be developed for practitioners with information about student preparation for EMS which will supplement existing RCVS guidelines about what students are expected to be able to know and do at progressive stages of their undergraduate course.
Phase 2: (March - May 2007)
Additional functionality will be added by development of an on-line multiple choice test which students will be required to successfully complete prior to undertaking their EMS placements. Evidence of successful completion of this test, and thus attainment of the 'EMS Driving Licence' will be provided by a computer generated certificate, which students will include in their Personal and Professional Development portfolios.
Evaluation of the package will be conducted during both phases 1 and 2. This will involve a range of techniques suitable to the design phase of a project, including: focus groups and semi-structured interviews with practitioners and students; and 'think-aloud' sessions while students use the CAL package.
Proposed outcomes
The EMS Driving License will directly benefit the 500 undergraduate students at R(D)SVS and will be made available to them through our bespoke virtual learning environment (EEVEC). The package will be used with 3rd year students prior to starting their EMS placements, and will also be made available to all R(D)SVS students as reference material in subsequent years. The CAL package will be accessible to students from both intra-mural and extramural sites (e.g. during EMS placements) as remote log-in to EEVEC is possible.
In addition, flexible delivery of the CAL program via DVD format will be achieved through the existing CLIVE (Computer Assisted Learning in Veterinary Education) consortium. This will therefore benefit the wider undergraduate veterinary community in both the UK (approximately 3000 students) and other English speaking countries.
Undergraduate veterinary students who have successfully attained the EMS Driving License will be perceived in a positive manner by colleagues in the profession, as they will have been prepared for their placements in a way that has taken EMS providers expectations into account. This, plus provision of guidelines for veterinary practices to support their role in EMS, may help to maintain sustainable links between Veterinary Schools and practitioners. A key issue for veterinary education in the near future will be the adequate provision of EMS placements for increasing student numbers, particularly when we consider that practitioners receive no financial remuneration for this activity, and are under increasing financial and time pressures within their practices.
Proposed expertise
In order to successfully complete and deliver this project we have a multi-disciplinary project team comprising:
Catriona Bell: Three years experience as a veterinary practitioner and EMS provider, followed by five years teaching experience at UK veterinary schools. Now focussing specifically on veterinary education as a specialist discipline at the R(D)SVS. Teaching Fellow position involves liaison with veterinary practitioners, course design, curriculum mapping and dissemination of educational best practice to colleagues
Sarah Baillie, 20 years experience as a veterinary practitioner and EMS provider, with an MSc in Information Technology, and from October 2006 will be working as a researcher in LIVE at the Royal Veterinary College, London, and part-time as a Teaching Fellow in the Veterinary Teaching Organisation at the R(D)SVS.
Susan Rhind: Director of Teaching and Learning and senior lecturer in Veterinary Pathology at the R(D)SVS. Responsible for the BVM&S curriculum and established the Veterinary Teaching Organisation at Edinburgh as a focus for veterinary medical education research. Experience and interest on both e-learning and general educational development.
Gill McConnell: 30 years computing experience including network administration, and 15 years in e-learning with a track record of innovation. One of the founding members of the CLIVE consortium, and a key figure in this organisation.
Phil Scott: Clinical EMS director at the R(D)SVS for several years. Reader in farm animal medicine. Experienced practitioner and involved in developing an on-line system for EMS. Has produced numerous e-learning CLIVE resources for undergraduate teaching.
Expertise of grant holder and project team
In order to successfully complete and deliver this project we have a multi-disciplinary project team comprising:
Catriona Bell: Three years experience as a veterinary practitioner and EMS provider, followed by five years teaching experience at UK veterinary schools. Now focussing specifically on veterinary education as a specialist discipline at the R(D)SVS. Teaching Fellow position involves liaison with veterinary practitioners, course design, curriculum mapping and dissemination of educational best practice to colleagues
Sarah Baillie, 20 years experience as a veterinary practitioner and EMS provider, with an MSc in Information Technology, and from October 2006 will be working as a researcher in LIVE at the Royal Veterinary College, London, and part-time as a Teaching Fellow in the Veterinary Teaching Organisation at the R(D)SVS.
Susan Rhind: Director of Teaching and Learning and senior lecturer in Veterinary Pathology at the R(D)SVS. Responsible for the BVM&S curriculum and established the Veterinary Teaching Organisation at Edinburgh as a focus for veterinary medical education research. Experience and interest on both e-learning and general educational development.
Gill McConnell: 30 years computing experience including network administration, and 15 years in e-learning with a track record of innovation. One of the founding members of the CLIVE consortium, and a key figure in this organisation.
Phil Scott: Clinical EMS director at the R(D)SVS for several years. Reader in farm animal medicine. Experienced practitioner and involved in developing an on-line system for EMS. Has produced numerous e-learning CLIVE resources for undergraduate teaching.
Similar work
The RCVS provides a policy document which outlines requirements and guidelines for undergraduate extra-mural studies [8]. In addition, it provides a manual for participating practices who provide clinical EMS placements [9]. The RCVS also funded a three year project between 1994 and 1997 entitled SILVER (Supporting Veterinary Independent Learning in Veterinary Extramural Rotations) [1], which made a number of recommendations regarding clinical EMS placements, and provided a framework for student learning during EMS. We will liaise closely with the RCVS throughout the project to ensure that the content of the CAL package is appropriate and complies with existing professional guidelines and recommendations. A search of the literature for relevant journal articles has revealed several publications which discuss the importance of EMS to veterinary training in the UK [2-6], however, no comparable studies could be found which provided a viable training package for preparing students for EMS. Other than the EMS guidelines provided for students by individual UK veterinary schools, few other veterinary 'placement training' resources exist. Relevant papers from other disciplines such as nursing [10] have been identified and consulted.
We will collaborate with other veterinary schools through the CLIVE network in order to disseminate the EMS Driving Licence to the UK undergraduate veterinary community. The project aims and results will also be disseminated to the veterinary community through articles and papers in widely-read publications such as the Veterinary Record, In Practice and the Veterinary Times.
References
1. RCVS, Supporting Independent Learning in Veterinary Extramural Rotations - The final report of the SILVER project. 1998, Royal College of Veterinary Surgeons, Belgravia House, 62-64 Horseferry Rd, London, SW1P 2AF, (www.rcvs.org.uk/ems)
2. Fitzpatrick, J.L. and D.J. Mellor, Survey of the views of graduates (1993 to 1997) on the undergraduate veterinary clinical curriculum in the British Isles. Vet Rec., 2003. 153(13): p. 393-396.
3. Barnes, J.A. and I.R. Taylor, Towards a strategy for learning: the response of practices to the Liverpool pilot scheme for extramural study. Vet Rec., 1997. 140(12): p. 307-310.
4. Riggs, E.A., et al., Support needs of veterinary surgeons in the first few years of practice: a survey of recent and experienced graduates. Vet Rec., 2001. 149(24): p. 743-745.
5. Routly, J.E., et al., Support needs of veterinary surgeons during the first few years of practice: perceptions of recent graduates and senior partners. Vet Rec., 2002. 150(6): p. 167-171.
6. Taylor, I.R. and J.A. Barnes, Assuring quality in extramural studies: the perceptions of practitioners. Vet Rec., 1998. 143(13): p. 357-359.
7. Jones, T., Survey of R(D)SVS new graduates. 2005, Royal (Dick) School of Veterinary Studies, Easter Bush Veterinary Centre, Roslin, Midlothian, EH25 9RG.
8. RCVS, RCVS Requirements and Guidelines for Undergraduate Extramural Studies. 2005, Royal College of Veterinary Surgeons, Belgravia House, 62-64 Horseferry Rd, London, SW1P 2AF, (www.rcvs.org.uk/ems)
9. RCVS, EMS Manual, Clinical Extramural Studies, A Manual for Participating Practices. 2006, Royal College of Veterinary Surgeons, Belgravia House, 62-64 Horseferry Rd, London, SW1P 2AF, (www.rcvs.org.uk/ems)
10. Freeth, D., et al., 'Real life' clinical learning on an interprofessional training ward. Nurse Educ Today, 2001. 21(5): p. 366-72.
Contact details
Amount awarded: 4,700
Subject centre project contact: Gillian Brown
Reports and resources
