Educational Principles and Practice in Veterinary Medicine

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 

Introduction

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

References

Index