The Veterinary Teaching Organisation (VTO) Staff Development Programme

Overview Why did we implement a VTO Staff Development Programme? Who is it aimed at? What format(s) does it take? What topics does it cover? Some examples

Why implement a VTO Staff Development Programme? Aims: Optimise teaching and learning experience for students and staff Provide support and encouragement for colleagues Enthuse colleagues about teaching Raise awareness of evidence in educational literature, and promote ‘best educational practice’ within school © R(D)SVS

What formats does it take? Participants –Aimed at any colleague involved in teaching BVM&S students –Some specific workshops e.g. for Residents Formats –3 hour workshops –‘Bitesize’ lunchtime sessions (50 min) –Follow up session/debrief (1 year later) –Limit participant numbers –Informal, discussion based, ‘workshop’ formats Delivery –Various staff involved in delivery (VTO and other University) –Relevant experienced staff also contribute to specific sections

What does the content include? Defined by learning objectives Try to avoid ‘educational jargon’ as much as possible Select examples with relevance to participants –e.g. ‘Teaching epidemiology’ paper from literature –e.g. Learning objective examples from appropriate courses Constructive alignment EMQs Kronbach’s alpha

Example Topics Introduction to Teaching on the BVM&S course Small Group Teaching Giving Constructive Feedback Coming soon: –Assessment: Principles and Practicalities (focussed by year groups) Further suggestions very welcome

Introduction to Teaching on BVM&S Programme 1.Overview of BVM&S Programme and Students 2.Optimising Small Group Teaching Sessions 3.Optimising Powerpoint Presentations 4.Learning Objectives – what are they and why do they matter? © R(D)SVS

Evaluation of Programme All participants would recommend sessions to a colleague Rated sessions (v.poor, poor, average, good, v.good) –Almost all - ‘very good’ or ‘good’ –One respondent ‘Intro to teaching on BVM&S’ - average What were the most useful parts of the sessions? –Tips and pointers: Powerpoint presentations & small group teaching –How to write learning objectives –Individual problem solving –Discussion with other colleagues

Evaluation Sample of descriptive comments “Now have better understanding of how to plan/formulate/organise teaching opportunities” “Good to chat with other colleagues and get useful practical tips from each session” “Sessions gave me new ideas and I enjoyed the interactive discussions” “Sessions have given me ideas, confidence to try new things, enough basic knowledge to look things up, and a staff contact to provide support”