Experiences Of Introducing A Team Based Knowledge Summary FINAL

Batt-Williams, Sarah; Lumbis, Rachel

Abstract

It is a responsibility of veterinary and veterinary nurse/veterinary technician practitioners to ground their decisions on sound, objective and current evidence. Fundamental to this process is the ability to critically analyse available evidence and apply this alongside existing clinical expertise to inform clinical decision making and practice. This teaching tip describes the design and implementation of a knowledge summary and peer feedback as elements of a summative assessment of third year veterinary nursing degree students at the Royal Veterinary College, University of London. Underlying educational theories, as well as practical details on how to carry out the proposed innovation are discussed. Students’ feedback of this assessment method was largely positive with the acknowledgment of its value in facilitating the answer of clinically relevant questions in a practical, structured and evidence-based format that is directly transferrable to veterinary practice. For those continuing to the fourth year of the BSc programme, it was considered good preparation for the research and literature review conducted as part of the final year project. Feedback from faculty suggests that the assessment fulfilled its aim of ensuring improved constructive alignment and facilitating the development of higher order cognitive skills. Others are encouraged to adopt this method of assessment to develop students’ interpersonal skills, encourage their critical appraisal of evidence and to challenge traditional theories and practice.

Citation

Batt-Williams, S., & Lumbis, R. (2021). Experiences Of Introducing A Team Based Knowledge Summary FINAL. Journal of Veterinary Medical Education, https://doi.org/10.3138/jvme-2020-0093

• Journal Article Type: Article
• Acceptance Date: Feb 23, 2021
• Publication Date: Jul 5, 2021
• Deposit Date: Apr 30, 2021
• Publicly Available Date: Jul 5, 2022
• Print ISSN: 0748-321X
• Publisher: University of Toronto Press
• Peer Reviewed: Peer Reviewed
• DOI: https://doi.org/10.3138/jvme-2020-0093
• Public URL: https://rvc-repository.worktribe.com/output/1548575