Educational Principles and Practice in Veterinary Medicine


Educational Principles and Practice in Veterinary Medicine

Educational Principles And Practice In Veterinary Medicine

By Katherine Fogelberg

Educational Principles and Practice in Veterinary Medicine PDF 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.


  • 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.

Table of Contents

1 Educational Philosophy and Philosophers 

Section 1: Introduction and Overview

Section 2: A Brief History of Western Educational Philosophy

Section 3: The Eastern Origins of the Philosophy of Education

Section 4: Ethics and Aims of Education

Section 5: Educational Philosophers of Note

Section 6: Teacher-Centered Educational Philosophies: Perennialism and Essentialism

Section 7: Learner-Centered Educational Philosophies: Pragmatism and Existentialism

Section 8: Socially-Centered Educational Philosophies: Behaviorism and Reconstructionism

2 Educational Theory and Theorists 

Section 1: Introduction

Section 2: The Big Three and Their Other Sibling

Section 3: Educational Equity: The Classroom as an Equalizer

3 Cognition and Learning 

Section 1: Introduction

Section 2: Social Cognitive Theory

Section 3: Learning, Memory, and Cognition

4 Andragogy 

Section 1: Introduction

Section 2: A Very Brief History of Pedagogy

Section 3: History and Emergence of Andragogy

Section 4: Features and Foundations of Knowles’s Andragogy

Section 5: Challenges to Andragogy

Section 6: Support of Andragogy

Section 7: Applications to the Veterinary Classroom

5 Understanding the Professional Program Student 

Section 1: Introduction and Overview

Section 2: Who Are Our Students?

Section 3: Neurodivergence

Section 4: Personality Types

Section 5: How Our Students Fit into Our Structures

Section 6: Expectations

Section 7: Student Factors

Section 8: Practical Tips for Safely Incorporating Failure into Veterinary Education

6 Roles of the Professional Program Instructor 

Section 1: Classroom Learning

Section 2: Laboratory and Clinical Skills Instruction

Section 3: Teaching Personal Finances

Section 4: Including Cultural Humility, Cultural Competency, and Cultural Fluency in the Veterinary Medical Curriculum

Section 5: Teaching Empathy and Ethics

Section 6: Teaching and Practicing Foundational Communication Skills

Section 7: Teaching on the Clinical Floor – Veterinary Students and House Officers

7 Technology in the Classroom

Section 1: Introduction

Section 2: Presenting Information and Interactions with Content

Section 3: Online and Blended Learning

Section 4: Instructional Systems Design for Digital Learning

Section 5: Veterinary Student Success in Technology-Enhanced Learning

Section 6: Safety and Security Considerations

Section 7: Present and Future Technologies to Enhance Learning

Section 8: Common Forms of Educational Technologies

Section 9: Review of Examples of Technologies Used in Veterinary Education

8 The Syllabus 

Section 1: Introduction

Section 2: Syllabus Purposes

Section 3: Creating an Effective Syllabus

Section 4: The Syllabus as a Tool to Document Scholarship in Teaching and Learning

9 Assignments and Rubrics 

Section 1: Assignments

Section 2: Rubrics

10 Assessing Student Learning: Exams, Quizzes, and Remediation 

Section 1: Formative Versus Summative Assessments and the Role of Evaluations

Section 2: Writing Good Exam Questions

Section 3: Exams and Quizzes: Determining Validity and Reliability

Section 4: Remediation

11 Assessing Clinical Skills 

Section 1: Introduction

Section 2: Performance Assessment

Section 3: Workplace-Based Assessment

Section 4: Essential Concepts in Clinical Skills Assessment

12 Different Approaches to Assessment

Section 1: Introduction and Approaches

Part 12: Audio and Video Options

Section 2: Implementing New Assignments

Section 3: Novel Grading Schemes

Section 4: Implementing Novel Grading Schemes

13 Program Outcomes 


Section 1: Curriculum Mapping

Section 2: Accountability in Assessment Outcomes

Section 3: Ensuring Students Meet Benchmarks for Student Learning

Section 4: Tracking Student Outcomes

14 Mentoring Students

Section 1: Veterinary Student Mentorship

Section 2: Mentoring Students in Educational Research

Section 3: Cheating and Other Unethical Student Behavior

15 Educational Development 

Section 1: Introduction

Section 2: Educator Development

Section 3: Building an Educator Development Program

Section 4: Recommendations for Success

16 Documenting Teaching for Career Advancement 

Section 1: Introduction

Section 2: Teaching

Section 3: Mentoring and Advising

Section 4: Learner Assessment or Outcome Assessment

Section 5: Educational Research and Scholarship

Section 6: Curriculum and Program Development

Section 7: Educational Leadership and Administration

Section 8: Institutional and Administrative Support for Teaching for Career Advancement: A Case Study

Section 9: Summary

17 Educational Research

Section 1: Introduction to Educational Research

Section 2: Designing the Educational Research Study

Section 3: Collecting Data

Section 4: Analyzing Data

Section 5: The Ethics of Educational Research

Section 6: Reporting the Educational Study

18 Building Bridges Between Research and Practice 

Section 1: Introduction

Section 2: Educational Theory’s Impact on Veterinary Educational Research

Section 3: How Educational Research Can Increase its Impact on Educational Practice

Section 4: Educational Research Challenges

Section 5: Barriers to Changing Educational Methods

Section 6: How Educational Research Has Changed Veterinary Education Practices

19 History and Purpose of Higher Education 

Section 1: Introduction

Section 2: Brief History of Higher Education in the United States

Section 3: Specialized Institutions

Section 4: Students

Section 5: Purpose

20 Private and Public Institutions 

Section 1: Introduction

Section 2: Public Institutions

Section 3: Private Institutions

Part 4: Governance and Operations Structure

Section 4: Contemporary Issues

21 Higher Education Policies 

Section 1: Introduction

Section 2: University Policy Areas

Section 3: Faculty Responsibility to Policy

Section 4: Summary

22 Leadership in Higher Education 

Section 1: Introduction

Section 2: Principles of Leadership

Section 3: Leadership Education

23 Accreditation: What It Is and Why It Is Important 

Section 1: Overview

Section 2: Abbreviated History of Accreditation in the United States

Section 3: History of Accreditation in Veterinary Education

Section 4: Accrediting Bodies

Section 5: International Accreditation

Section 6: Accreditation of Veterinary Education Worldwide

Section 7: The Process of Accreditation

Section 8: Additional Considerations

24 Leaving Thoughts and the Future of Veterinary Education 

Section 1: Introduction

Section 2: The Power of Veterinary Medical Education

Section 3: Moving Veterinary Education Forward

Section 4: Conclusion and Leaving Thoughts



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