Educational Principles and Practice in Veterinary Medicine
1. Edition February 2024
592 Pages, Hardcover
Practical Approach Book
ISBN:
978-1-119-85275-9
John Wiley & Sons
Further versions
Educational Principles and Practice in Veterinary Medicine
An in-depth, veterinary-centered reference to the discipline of education
Educational Principles and Practice in Veterinary Medicine provides a detailed, comprehensive reference to the discipline of education both broadly and as it relates to veterinary medicine. Written for veterinary faculty members, instructors, and educators in other health professions, the book offers an in-depth examination of knowledge and skills related to veterinary education. It discusses educational theory, how people learn, the structure and function of higher education, and educational technologies, among many other topics of importance.
Sections cover educational leadership; professional development for faculty; research methods and study design; administration; outcomes and assessment; accreditation; and the roles of the professional program instructor.
Educational Principles and Practice in Veterinary Medicine:
* Provides a detailed exposition to the discipline of education, encompassing both theory and practice
* Covers essential topics such as educational theory, the structure and function of higher education, and educational technologies, all tailored to veterinary education
* Acts as a reference to education-related knowledge and skills, with an emphasis on how these topics relate to veterinary medicine
* Supports veterinary faculty and instructors interested in taking their knowledge and skills to the next level
Educational Principles and Practice in Veterinary Medicine offers veterinary faculty and instructors a complete resource for understanding the field of education and improving their skills and knowledge.
List of Contributors xix
Preface xxiii
1 Educational Philosophy and Philosophers 1
Katherine Fogelberg and Ying Wang
Section 1: Introduction and Overview 1
Section 2: A Brief History of Western Educational Philosophy 3
Section 3: The Eastern Origins of the Philosophy of Education 6
Section 4: Ethics and Aims of Education 11
Section 5: Educational Philosophers of Note 14
Section 6: Teacher-Centered Educational Philosophies: Perennialism and Essentialism 16
Section 7: Learner-Centered Educational Philosophies: Pragmatism and Existentialism 20
Section 8: Socially-Centered Educational Philosophies: Behaviorism and Reconstructionism 25
2 Educational Theory and Theorists 35
Katherine Fogelberg, Kimberly S. Cook, Freyca Calderon, and Karla O'Donald
Section 1: Introduction 35
Section 2: The Big Three and Their Other Sibling 37
Section 3: Educational Equity: The Classroom as an Equalizer 60
3 Cognition and Learning 79
Peter Doolittle and Meghan Byrnes
Section 1: Introduction 79
Section 2: Social Cognitive Theory 81
Section 3: Learning, Memory, and Cognition 96
4 Andragogy 133
Katherine Fogelberg
Section 1: Introduction 133
Section 2: A Very Brief History of Pedagogy 133
Section 3: History and Emergence of Andragogy 134
Section 4: Features and Foundations of Knowles's Andragogy 136
Section 5: Challenges to Andragogy 138
Section 6: Support of Andragogy 139
Section 7: Applications to the Veterinary Classroom 142
5 Understanding the Professional Program Student 145
Bobbi J. Conner, Lawrence Garcia, and Matthew Schexnayder
Section 1: Introduction and Overview 145
Section 2: Who Are Our Students? 145
Section 3: Neurodivergence 153
Section 4: Personality Types 157
Section 5: How Our Students Fit into Our Structures 159
Section 6: Expectations 161
Section 7: Student Factors 162
Section 8: Practical Tips for Safely Incorporating Failure into Veterinary Education 163
6 Roles of the Professional Program Instructor 169
Philippa Gibbons, Dawn M. Spangler, Lynda M.J. Miller, Erik H. Hofmeister, Lisa M. Greenhill, Sraavya M. Polisetti, Kendall P. Young, Shelly Wu, Gabriel Huddleston, Ryane E. Englar , Micha C. Simons, and Stephanie Thomovsky
Section 1: Classroom Learning 169
Section 2: Laboratory and Clinical Skills Instruction 175
Section 3: Teaching Personal Finances 179
Section 4: Including Cultural Humility, Cultural Competency, and Cultural Fluency in the Veterinary Medical Curriculum 181
Section 5: Teaching Empathy and Ethics 187
Section 6: Teaching and Practicing Foundational Communication Skills 189
Section 7: Teaching on the Clinical Floor - Veterinary Students and House Officers 200
7 Technology in the Classroom 223
Shane M. Ryan, Sarah A. Bell, Micha C. Simons, and Sarah Baillie
Section 1: Introduction 223
Section 2: Presenting Information and Interactions with Content 224
Section 3: Online and Blended Learning 227
Section 4: Instructional Systems Design for Digital Learning 232
Section 5: Veterinary Student Success in Technology-Enhanced Learning 236
Section 6: Safety and Security Considerations 239
Section 7: Present and Future Technologies to Enhance Learning 243
Section 8: Common Forms of Educational Technologies 243
Section 9: Review of Examples of Technologies Used in Veterinary Education 244
8 The Syllabus 251
Katherine Fogelberg
Section 1: Introduction 251
Section 2: Syllabus Purposes 251
Section 3: Creating an Effective Syllabus 256
Section 4: The Syllabus as a Tool to Document Scholarship in Teaching and Learning 259
9 Assignments and Rubrics 263
Jo R. Smith
Section 1: Assignments 263
Section 2: Rubrics 265
10 Assessing Student Learning: Exams, Quizzes, and Remediation 287
Kimberly S. Cook, Katherine Fogelberg, Patricia Butterbrodt, Katrina Jolley, Malathi Raghavan, and Jo R. Smith
Section 1: Formative Versus Summative Assessments and the Role of Evaluations 287
Section 2: Writing Good Exam Questions 292
Section 3: Exams and Quizzes: Determining Validity and Reliability 300
Section 4: Remediation 304
11 Assessing Clinical Skills 313
Stephanie L. Shaver
Section 1: Introduction 313
Section 2: Performance Assessment 313
Section 3: Workplace-Based Assessment 318
Section 4: Essential Concepts in Clinical Skills Assessment 321
12 Different Approaches to Assessment 329
Erik H. Hofmeister
Section 1: Introduction and Approaches 329
Part 12: Audio and Video Options 340
Section 2: Implementing New Assignments 340
Section 3: Novel Grading Schemes 341
Section 4: Implementing Novel Grading Schemes 343
13 Program Outcomes 349
Patricia Butterbrodt and Katrina Jolley
Introduction 349
Section 1: Curriculum Mapping 349
Section 2: Accountability in Assessment Outcomes 358
Section 3: Ensuring Students Meet Benchmarks for Student Learning 359
Section 4: Tracking Student Outcomes 361
14 Mentoring Students 367
Micha C. Simons, Stephanie Thomovsky, Julie A. Hunt, and Katrina Jolley
Section 1: Veterinary Student Mentorship 367
Section 2: Mentoring Students in Educational Research 370
Section 3: Cheating and Other Unethical Student Behavior 373
15 Educational Development 383
Jesse Watson and Sherry A. Clouser
Section 1: Introduction 383
Section 2: Educator Development 386
Section 3: Building an Educator Development Program 389
Section 4: Recommendations for Success 394
16 Documenting Teaching for Career Advancement 399
Misty R. Bailey and Susan M. Matthew
Section 1: Introduction 399
Section 2: Teaching 401
Section 3: Mentoring and Advising 406
Section 4: Learner Assessment or Outcome Assessment 406
Section 5: Educational Research and Scholarship 407
Section 6: Curriculum and Program Development 409
Section 7: Educational Leadership and Administration 410
Section 8: Institutional and Administrative Support for Teaching for Career Advancement: A Case Study 410
Section 9: Summary 411
17 Educational Research 415
Jill R. D. MacKay and Shelly Wu
Section 1: Introduction to Educational Research 415
Section 2: Designing the Educational Research Study 420
Section 3: Collecting Data 433
Section 4: Analyzing Data 440
Section 5: The Ethics of Educational Research 443
Section 6: Reporting the Educational Study 448
18 Building Bridges Between Research and Practice 459
Julie A. Hunt
Section 1: Introduction 459
Section 2: Educational Theory's Impact on Veterinary Educational Research 460
Section 3: How Educational Research Can Increase its Impact on Educational Practice 461
Section 4: Educational Research Challenges 463
Section 5: Barriers to Changing Educational Methods 464
Section 6: How Educational Research Has Changed Veterinary Education Practices 465
19 History and Purpose of Higher Education 471
Donald B. Mills and Kimberly S. Cook
Section 1: Introduction 471
Section 2: Brief History of Higher Education in the United States 471
Section 3: Specialized Institutions 475
Section 4: Students 476
Section 5: Purpose 477
20 Private and Public Institutions 479
Kimberly S. Cook and Donald B. Mills
Section 1: Introduction 479
Section 2: Public Institutions 479
Section 3: Private Institutions 484
Part 4: Governance and Operations Structure 486
Section 4: Contemporary Issues 486
21 Higher Education Policies 491
Patricia Butterbrodt
Section 1: Introduction 491
Section 2: University Policy Areas 493
Section 3: Faculty Responsibility to Policy 495
Section 4: Summary 498
22 Leadership in Higher Education 501
Erik H. Hofmeister
Section 1: Introduction 501
Section 2: Principles of Leadership 502
Section 3: Leadership Education 504
23 Accreditation: What It Is and Why It Is Important 513
Myrah Stockdale, Malathi Raghavan, and Stacy L. Anderson
Section 1: Overview 513
Section 2: Abbreviated History of Accreditation in the United States 515
Section 3: History of Accreditation in Veterinary Education 516
Section 4: Accrediting Bodies 517
Section 5: International Accreditation 519
Section 6: Accreditation of Veterinary Education Worldwide 521
Section 7: The Process of Accreditation 524
Section 8: Additional Considerations 537
24 Leaving Thoughts and the Future of Veterinary Education 545
Katherine Fogelberg
Section 1: Introduction 545
Section 2: The Power of Veterinary Medical Education 546
Section 3: Moving Veterinary Education Forward 551
Section 4: Conclusion and Leaving Thoughts 558
References 558
Index 559
Preface xxiii
1 Educational Philosophy and Philosophers 1
Katherine Fogelberg and Ying Wang
Section 1: Introduction and Overview 1
Section 2: A Brief History of Western Educational Philosophy 3
Section 3: The Eastern Origins of the Philosophy of Education 6
Section 4: Ethics and Aims of Education 11
Section 5: Educational Philosophers of Note 14
Section 6: Teacher-Centered Educational Philosophies: Perennialism and Essentialism 16
Section 7: Learner-Centered Educational Philosophies: Pragmatism and Existentialism 20
Section 8: Socially-Centered Educational Philosophies: Behaviorism and Reconstructionism 25
2 Educational Theory and Theorists 35
Katherine Fogelberg, Kimberly S. Cook, Freyca Calderon, and Karla O'Donald
Section 1: Introduction 35
Section 2: The Big Three and Their Other Sibling 37
Section 3: Educational Equity: The Classroom as an Equalizer 60
3 Cognition and Learning 79
Peter Doolittle and Meghan Byrnes
Section 1: Introduction 79
Section 2: Social Cognitive Theory 81
Section 3: Learning, Memory, and Cognition 96
4 Andragogy 133
Katherine Fogelberg
Section 1: Introduction 133
Section 2: A Very Brief History of Pedagogy 133
Section 3: History and Emergence of Andragogy 134
Section 4: Features and Foundations of Knowles's Andragogy 136
Section 5: Challenges to Andragogy 138
Section 6: Support of Andragogy 139
Section 7: Applications to the Veterinary Classroom 142
5 Understanding the Professional Program Student 145
Bobbi J. Conner, Lawrence Garcia, and Matthew Schexnayder
Section 1: Introduction and Overview 145
Section 2: Who Are Our Students? 145
Section 3: Neurodivergence 153
Section 4: Personality Types 157
Section 5: How Our Students Fit into Our Structures 159
Section 6: Expectations 161
Section 7: Student Factors 162
Section 8: Practical Tips for Safely Incorporating Failure into Veterinary Education 163
6 Roles of the Professional Program Instructor 169
Philippa Gibbons, Dawn M. Spangler, Lynda M.J. Miller, Erik H. Hofmeister, Lisa M. Greenhill, Sraavya M. Polisetti, Kendall P. Young, Shelly Wu, Gabriel Huddleston, Ryane E. Englar , Micha C. Simons, and Stephanie Thomovsky
Section 1: Classroom Learning 169
Section 2: Laboratory and Clinical Skills Instruction 175
Section 3: Teaching Personal Finances 179
Section 4: Including Cultural Humility, Cultural Competency, and Cultural Fluency in the Veterinary Medical Curriculum 181
Section 5: Teaching Empathy and Ethics 187
Section 6: Teaching and Practicing Foundational Communication Skills 189
Section 7: Teaching on the Clinical Floor - Veterinary Students and House Officers 200
7 Technology in the Classroom 223
Shane M. Ryan, Sarah A. Bell, Micha C. Simons, and Sarah Baillie
Section 1: Introduction 223
Section 2: Presenting Information and Interactions with Content 224
Section 3: Online and Blended Learning 227
Section 4: Instructional Systems Design for Digital Learning 232
Section 5: Veterinary Student Success in Technology-Enhanced Learning 236
Section 6: Safety and Security Considerations 239
Section 7: Present and Future Technologies to Enhance Learning 243
Section 8: Common Forms of Educational Technologies 243
Section 9: Review of Examples of Technologies Used in Veterinary Education 244
8 The Syllabus 251
Katherine Fogelberg
Section 1: Introduction 251
Section 2: Syllabus Purposes 251
Section 3: Creating an Effective Syllabus 256
Section 4: The Syllabus as a Tool to Document Scholarship in Teaching and Learning 259
9 Assignments and Rubrics 263
Jo R. Smith
Section 1: Assignments 263
Section 2: Rubrics 265
10 Assessing Student Learning: Exams, Quizzes, and Remediation 287
Kimberly S. Cook, Katherine Fogelberg, Patricia Butterbrodt, Katrina Jolley, Malathi Raghavan, and Jo R. Smith
Section 1: Formative Versus Summative Assessments and the Role of Evaluations 287
Section 2: Writing Good Exam Questions 292
Section 3: Exams and Quizzes: Determining Validity and Reliability 300
Section 4: Remediation 304
11 Assessing Clinical Skills 313
Stephanie L. Shaver
Section 1: Introduction 313
Section 2: Performance Assessment 313
Section 3: Workplace-Based Assessment 318
Section 4: Essential Concepts in Clinical Skills Assessment 321
12 Different Approaches to Assessment 329
Erik H. Hofmeister
Section 1: Introduction and Approaches 329
Part 12: Audio and Video Options 340
Section 2: Implementing New Assignments 340
Section 3: Novel Grading Schemes 341
Section 4: Implementing Novel Grading Schemes 343
13 Program Outcomes 349
Patricia Butterbrodt and Katrina Jolley
Introduction 349
Section 1: Curriculum Mapping 349
Section 2: Accountability in Assessment Outcomes 358
Section 3: Ensuring Students Meet Benchmarks for Student Learning 359
Section 4: Tracking Student Outcomes 361
14 Mentoring Students 367
Micha C. Simons, Stephanie Thomovsky, Julie A. Hunt, and Katrina Jolley
Section 1: Veterinary Student Mentorship 367
Section 2: Mentoring Students in Educational Research 370
Section 3: Cheating and Other Unethical Student Behavior 373
15 Educational Development 383
Jesse Watson and Sherry A. Clouser
Section 1: Introduction 383
Section 2: Educator Development 386
Section 3: Building an Educator Development Program 389
Section 4: Recommendations for Success 394
16 Documenting Teaching for Career Advancement 399
Misty R. Bailey and Susan M. Matthew
Section 1: Introduction 399
Section 2: Teaching 401
Section 3: Mentoring and Advising 406
Section 4: Learner Assessment or Outcome Assessment 406
Section 5: Educational Research and Scholarship 407
Section 6: Curriculum and Program Development 409
Section 7: Educational Leadership and Administration 410
Section 8: Institutional and Administrative Support for Teaching for Career Advancement: A Case Study 410
Section 9: Summary 411
17 Educational Research 415
Jill R. D. MacKay and Shelly Wu
Section 1: Introduction to Educational Research 415
Section 2: Designing the Educational Research Study 420
Section 3: Collecting Data 433
Section 4: Analyzing Data 440
Section 5: The Ethics of Educational Research 443
Section 6: Reporting the Educational Study 448
18 Building Bridges Between Research and Practice 459
Julie A. Hunt
Section 1: Introduction 459
Section 2: Educational Theory's Impact on Veterinary Educational Research 460
Section 3: How Educational Research Can Increase its Impact on Educational Practice 461
Section 4: Educational Research Challenges 463
Section 5: Barriers to Changing Educational Methods 464
Section 6: How Educational Research Has Changed Veterinary Education Practices 465
19 History and Purpose of Higher Education 471
Donald B. Mills and Kimberly S. Cook
Section 1: Introduction 471
Section 2: Brief History of Higher Education in the United States 471
Section 3: Specialized Institutions 475
Section 4: Students 476
Section 5: Purpose 477
20 Private and Public Institutions 479
Kimberly S. Cook and Donald B. Mills
Section 1: Introduction 479
Section 2: Public Institutions 479
Section 3: Private Institutions 484
Part 4: Governance and Operations Structure 486
Section 4: Contemporary Issues 486
21 Higher Education Policies 491
Patricia Butterbrodt
Section 1: Introduction 491
Section 2: University Policy Areas 493
Section 3: Faculty Responsibility to Policy 495
Section 4: Summary 498
22 Leadership in Higher Education 501
Erik H. Hofmeister
Section 1: Introduction 501
Section 2: Principles of Leadership 502
Section 3: Leadership Education 504
23 Accreditation: What It Is and Why It Is Important 513
Myrah Stockdale, Malathi Raghavan, and Stacy L. Anderson
Section 1: Overview 513
Section 2: Abbreviated History of Accreditation in the United States 515
Section 3: History of Accreditation in Veterinary Education 516
Section 4: Accrediting Bodies 517
Section 5: International Accreditation 519
Section 6: Accreditation of Veterinary Education Worldwide 521
Section 7: The Process of Accreditation 524
Section 8: Additional Considerations 537
24 Leaving Thoughts and the Future of Veterinary Education 545
Katherine Fogelberg
Section 1: Introduction 545
Section 2: The Power of Veterinary Medical Education 546
Section 3: Moving Veterinary Education Forward 551
Section 4: Conclusion and Leaving Thoughts 558
References 558
Index 559
The Editor
Katherine Fogelberg, DVM, PhD (Science Education), MA (Educational Leadership), 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.
Katherine Fogelberg, DVM, PhD (Science Education), MA (Educational Leadership), 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.
