Veterinary Clinical Skills

1 Cover

2 Title Page

3 Copyright Page

4 Acknowledgments Emma Matt Sarah

5 List of Contributors

6 Preface

7 About the Companion Website

8 1 What Is a Clinical Skill? References

9 2 Clinical Skills Curricula: How Are They Determined, Designed, and Implemented? Introduction Steps in Clinical Skills Curricular Design Conclusions References

10 3 How Are Clinical Skills Taught? Introduction Conclusions References

11 4 How Are Clinical Skills Practiced? Introduction Conclusion References

12 5 How Do I Know if I am Learning What I Need to? Introduction Conclusion References

13 6 How Do I Prepare for Assessment and How Do I Know I Am Being Assessed Fairly? Introduction Psychological Preparation for Exam Performance and Common Barriers to Good Performance Standard Setting Techniques – What Are They, Principles of How They Work and Are Applied Quality Assurance in OSCEs – Reasons Why Stations and Learners Exhibit Variability References

14 7 How Can I Best Learn in a Simulated Environment? How Are Skills Taught? How Are Skills Learned? Combinations That Work Hints for Learning Clinical Skills Conclusions A Clinical Skills Training Example References

15 8 How Do I Make Use of Peer Teaching? Introduction What Are the Benefits and Limitations of Peer‐assisted Learning? How to Use and Implement Peer Teaching Conclusions References

16 9 What Other Skills Are Vital to Successful Clinical Practice? Introduction Conclusion References

17 Appendix 1: OSCEs (Objective Structured Clinical Examinations) Making a Cheese and Pickle Sandwich Asepsis – Gowning and Closed Gloving Grading for Gowning and Gloving Asepsis – Draping Bovine Anatomy and Surgical Landmarks ‐ Part One Bovine Anatomy and Surgical Landmarks ‐ Part Two Canine Physical Exam Surgical Towel Placement Rubric Pedicle Ligature (two‐handed tie) Rubric Equine Handling & Restraint Intramuscular Injection in a Canine Model Anesthetic Machine Set‐Up and Leak Testing

18 Appendix 2: Recipes for Making Clinical Skills Models Canine Castration Model Steps for Making the Model Reference Dental Scaling Model Steps for Making the Model Acknowledgments Reference Endotracheal Intubation Model Steps for Making the Model Top Tips for Making and Using the Model Supporting learning resources for use when teaching/learning with the model Reference Equine Abdominocentesis Model Steps for Making the Model Top Tips for Making and Using the Model Acknowledgments Canine Leg with Cephalic Vein Model Steps for Making the Model Tips for Making and Using the Model Silicone Skin Suturing Model Steps for Making the Model Supporting learning resources for use when teaching/learning with the model Acknowledgments SimSpay Model Steps for Making the Model Top Tips for Making and Using the Model Supporting learning resources for use when teaching/learning with the model Acknowledgments Reference Surgical Prep Model Steps for Making the Model Top Tips for Making and Using the Model Acknowledgment Tea Towel Suturing Model Steps for Making the Model Paper about the model

19 Index

20 End User License Agreement

1 Chapter 3 Table 3.1 The five‐step method for teaching clinical skills. Table 3.2 Characteristics of novice to expert.

2 Chapter 6Table 6.1 The elements of assessment literacy as described by Price et al. ...Table 6.2 Example OSCE checklist for assessment of surgical skills.Table 6.3 Example blueprint for a 12‐station clinical skills OSCE.Table 6.4 Tips for students preparing for an OSCETable 6.5 Angoff method to calculate the standard on a five‐station OSCE.Table 6.6 Traditional components of validity.Table 6.7 Quality assurance checklist.

3 Chapter 7Table 7.1 LMU CVM clinical skills laboratories with gentle animal handling ...

4 Chapter 8Table 8.1 Benefits of PAL.

1 Chapter 1 Figure 1.1 Flexner model (with separation between preclinical and clinical b...

2 Chapter 2 Figure 2.1 Kern's six step model for curricular design. Figure 2.2 Relationship between EPAs, nested EPAs, and clinical skills.

3 Chapter 3 Figure 3.1 A template for practical class preparation, set up, and delivery.... Figure 3.2 Dual process theory.Figure 3.3 The challenge of the teacher (expert) and the learner (typically ...

4 Chapter 4Figure 4.1 A generic representation of the learning curve demonstrating key ...Figure 4.2 Diminishing returns learning curve.Figure 4.3 Increasing returns learning curve.Figure 4.4 Sigmoid (S‐curve) learning curve.Figure 4.5 Complex learning curve.Figure 4.6 Adaptive versus automatic expert (adapted from Pusic et al. 2011)...Figure 4.7 Forgetting curve.Figure 4.8 Example of a completed EPA assessed with an entrustment scale (Re...

5 Chapter 5Figure 5.1 Miller’s pyramid of clinical competence.Figure 5.2 The Johari Window (see text for explanation).

6 Chapter 6Figure 6.1 The “overlapping groups” method can be used to determine the stat...Figure 6.2 The borderline regression method to calculate the station standar...

7 Chapter 7Figure 7.1 Students perform physical examinations on live dogs as part of th...Figure 7.2 A canine cadaver head awaits a student to perform a dental cleani...Figure 7.3 A student performs a circumferential ligature on an ovariohystere...Figure 7.4 The epitome of low fidelity, this frozen cabbage with two corn co...

8 Chapter 8Figure 8.1 Modified version of Walker and Peyton's four‐step‐approach.Figure 8.2 Example of possible sections and content for tutor training.

9 Chapter 9Figure 9.1 The critical reflection process.

10 SimSpay ModelFigure 1 Figure 2 Figure 3 Figure 4 Figure 5 Figure 6a Figure 6b Figure 6c Figure 7 Figure 8 Figure 9

1 Cover Page

2 Title Page

3 Copyright Page

4 Acknowledgments

5 List of Contributors

6 Preface

7 About the Companion Website

8 Table of Contents

9 Begin Reading

10 Index

11 Wiley End User License Agreement

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