ePrints

Recognising and developing students as teachers: Introduction of a novel Undergraduate Certificate in Veterinary Medical Education

Lookup NU author(s): Gillian BrownORCiD

Downloads

Full text for this publication is not currently held within this repository. Alternative links are provided below where available.

Abstract

A key responsibility of healthcare professionals is the education of clients/patients, colleagues and students undertakingplacements. Peer-assisted learning (PAL) has been incorporated in our veterinary medicine programme for a number of years. Theaim of this project was to develop a mechanism to formally recognise the important role that students play in the Schools teachingand learning processes and foster students as partners in education through the development of a novel Undergraduate Certificatein Veterinary Medical Education (UCVME). Students and veterinarians were surveyed in order to inform the design of theprogramme. The programme is modular and aligned with the UK Professional Standards Framework (UKPSF). Students enrol intheir third year, undertaking core and elective components, with completion over the final three years of the degree. The UCVMEhas been positively received, with 30 of 160 third year students enrolling in the programmes first year. Activities receiving creditand designed in partnership between staff and students have included: PAL sessions, widening participation school educationalworkshops and client education events. This initiative has created numerous student-driven educational opportunities. It is hopedthat this programme will facilitate the educational training of students and enhance employability and career satisfaction.

Publication metadata

Author(s): Hudson NP, Stansbie N, Rhind SM, Brown G, Handel IG, Mellanby RJ, Bell C

Publication type: Article

Publication status: Published

Journal: Medical Teacher

Year: 2016

Volume: 38

Issue: 2

Pages: 208-210

Print publication date: 01/02/2016

Online publication date: 16/10/2015

Acceptance date: 01/08/2015

ISSN (print): 0142-159X

ISSN (electronic): 1466-187X

Publisher: Taylor & Francis

URL: https://doi.org/10.3109/0142159X.2015.1078891

DOI: 10.3109/0142159X.2015.1078891

Altmetrics

Share