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Overview

Research Core and Research Track: a case study from Veterinary Medicine Susan M Rhind Director of Veterinary Teaching R(D)SVS. Overview. Why? The Veterinary Education context Research in the core curriculum Research in a ‘tracked’ curriculum The challenges…. Research - Why?.

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Overview

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  1. Research Core and Research Track: a case study from Veterinary MedicineSusan M RhindDirector of Veterinary TeachingR(D)SVS

  2. Overview • Why? • The Veterinary Education context • Research in the core curriculum • Research in a ‘tracked’ curriculum • The challenges…

  3. Research - Why? Because we have to... • Graduate Attribute • RCVS day one competence

  4. Research - Why? Because we have to... • Graduate Attribute • RCVS day one competence • It should be part of HE experience and of benefit to the student Because we want to...

  5. Research - Why? Because we have to... • Graduate Attribute • RCVS day one competence • It should be part of HE experience and of benefit to the student • To encourage veterinary researchers of the future [Selbourne report] Because we want to... Because we need to...

  6. Research - Why? RESEARCH CORE • Graduate Attribute • RCVS day one competence • It should be part of HE experience and of benefit to the student • To encourage veterinary researchers of the future RESEARCH TRACK

  7. Royal College of Veterinary Surgeons Essential competences required of the new veterinary graduate [“day one skills”] • A) General professional competences and attributes • B) Underpinning knowledge and understanding • C) Practically-based veterinary competences

  8. Underpinning knowledge and understanding • The new veterinary graduate will need to have acquired a thorough knowledge and understanding of the following: • B1.2 Research methods and the contribution of basic and applied research to all aspects of veterinary science • B1.3 How to evaluate evidence

  9. Research: Core curriculum

  10. Research Core • Curriculum review and creation of space [Less is more – abandoning the ‘cult of coverage’] • Specific learning outcomes and activities • Dripping taps…

  11. Curriculum Review and ‘less is more’ • Create space to allow students to explore SOME aspects in greater depth • The graduate attribute will be achieved regardless of the area chosen

  12. BREADTH D E P T H CURRICULUM Graduate Attributes [Research]

  13. D E P T H BREADTH D E P T H CURRICULUM Graduate Attributes [Research] BREADTH CURRICULUM Graduate Attributes [Research]

  14. Research Core • Curriculum review and creation of space [Less is more – abandoning the ‘cult of coverage’] • Specific learning outcomes and activities • Dripping taps…

  15. Population Medicine and Veterinary Public Health CRITICAL REVIEW OF A SCIENTIFIC PAPER Abnormalities of the testes and epididymis in bucks and rams slaughtered at Debre Zeit abattoir, Ethiopia Regassa, Terefe and Bekana TAHP (2003), 35, 541-549 1. • Briefly summarise in your own words the questions this paper has attempted to answer. (5 marks) • Discuss the study design outlined in the paper and suggest any further information that might have been useful to have included if you were asked to go there and repeat the study. (15 marks)

  16. Research Core • Curriculum review and creation of space [Less is more – abandoning the ‘cult of coverage’] • Specific learning outcomes and activities • Dripping taps…

  17. “Vet Choice” • "Things you can do with a veterinary degree” • IntercalatedDegrees • Vacation Scholarships • Drug discovery and development • The Cambridge Summer School • Vet Choice lecture series

  18. Vertical thread/ Evidence based medicine ‘Vet Choice’ lecture series Research Core BVM&S CURRICULUM Research Electives As ‘Core’ Clinical research project

  19. Research: Tracked Curriculum

  20. Attracting students into research – the evidence in veterinary medicine (2005) 157, 369-375

  21. Attracting students into research – the evidence in veterinary medicine • Graduates who were significantly (P<0·05) more likely to have a career involving research included: • male graduates, • graduates who had completed a summer studentship, internship, residency or houseman’s programme • graduates who held a veterinary diploma, • graduates who had intended to pursue a career in research or academia when they graduated from veterinary school.

  22. The R(D)SVS Research Track (RRT) • Elements included within our research track are: • Vacation studentships coordinating by a team of research active academics. • Intercalating MSc’s and BSc’s both within the school, college and externally as guided by the RRT coordinator. • Integrated PhD programme for graduate entry students allowing flexibility in courses later in the programme to facilitate engagement in research whilst maintaining contact with the BVM&S programme.

  23. EMS – increased flexibility For some students, it may be appropriate to allow up to 10 weeks of clinical EMS to be devoted to research-related EMS, either by the student undertaking a research project in addition to the standard course, or attending a research summer school.

  24. BVM&S/ PhD BVM&S/ BSc/MSc BVM&S/ SS BVM&S

  25. The Challenges • An already overloaded curriculum • Embed principles during an outcomes based curriculum review • Student perceptions • Role models • Getting the balance right • Reinforcing the context • Staff perceptions? • Tension between “veterinary surgeons” and “veterinary scientists”

  26. DR PIP BEARD PROF JONATHAN LAMB PROF JACQUI MATHEWS DR DAVID COTTRELL

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