Educational Principles and Practice in Veterinary Medicine (eBook, PDF)

Redaktion: Fogelberg, Katherine

• Format: PDF

Produktbeschreibung

Educational Principles and Practice in Veterinary Medicine An in-depth, veterinary-centered reference to the discipline of education Educational Principles and Practice in Veterinary Medicine 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. Educational Principles and Practice in Veterinary Medicine: * 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.

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Produktdetails

• Verlag: John Wiley & Sons
• Seitenzahl: 592
• Erscheinungstermin: 27. Dezember 2023
• Englisch
• ISBN-13: 9781119852766
• Artikelnr.: 69861492

Autorenporträt

The Editor Katherine Fogelberg, DVM, PhD (Science Education), MA (Educational Leadership), is Associate Dean for Professional Programs and Associate Professor, Department of Population Health Sciences, at the Virginia-Maryland College of Veterinary Medicine in Blacksburg, Virginia, USA.

Inhaltsangabe

List of Contributors xix Preface xxiii 1 Educational Philosophy and
Philosophers 1 Katherine Fogelberg and Ying Wang Section 1: Introduction
and Overview 1 Section 2: A Brief History of Western Educational Philosophy
3 Section 3: The Eastern Origins of the Philosophy of Education 6 Section
4: Ethics and Aims of Education 11 Section 5: Educational Philosophers of
Note 14 Section 6: Teacher-Centered Educational Philosophies: Perennialism
and Essentialism 16 Section 7: Learner-Centered Educational Philosophies:
Pragmatism and Existentialism 20 Section 8: Socially-Centered Educational
Philosophies: Behaviorism and Reconstructionism 25 2 Educational Theory and
Theorists 35 Katherine Fogelberg, Kimberly S. Cook, Freyca Calderon, and
Karla O'Donald Section 1: Introduction 35 Section 2: The Big Three and
Their Other Sibling 37 Section 3: Educational Equity: The Classroom as an
Equalizer 60 3 Cognition and Learning 79 Peter Doolittle and Meghan Byrnes
Section 1: Introduction 79 Section 2: Social Cognitive Theory 81 Section 3:
Learning, Memory, and Cognition 96 4 Andragogy 133 Katherine Fogelberg
Section 1: Introduction 133 Section 2: A Very Brief History of Pedagogy 133
Section 3: History and Emergence of Andragogy 134 Section 4: Features and
Foundations of Knowles's Andragogy 136 Section 5: Challenges to Andragogy
138 Section 6: Support of Andragogy 139 Section 7: Applications to the
Veterinary Classroom 142 5 Understanding the Professional Program Student
145 Bobbi J. Conner, Lawrence Garcia, and Matthew Schexnayder Section 1:
Introduction and Overview 145 Section 2: Who Are Our Students? 145 Section
3: Neurodivergence 153 Section 4: Personality Types 157 Section 5: How Our
Students Fit into Our Structures 159 Section 6: Expectations 161 Section 7:
Student Factors 162 Section 8: Practical Tips for Safely Incorporating
Failure into Veterinary Education 163 6 Roles of the Professional Program
Instructor 169 Philippa Gibbons, Dawn M. Spangler, Lynda M.J. Miller, Erik
H. Hofmeister, Lisa M. Greenhill, Sraavya M. Polisetti, Kendall P. Young,
Shelly Wu, Gabriel Huddleston, Ryane E. Englar , Micha C. Simons, and
Stephanie Thomovsky Section 1: Classroom Learning 169 Section 2: Laboratory
and Clinical Skills Instruction 175 Section 3: Teaching Personal Finances
179 Section 4: Including Cultural Humility, Cultural Competency, and
Cultural Fluency in the Veterinary Medical Curriculum 181 Section 5:
Teaching Empathy and Ethics 187 Section 6: Teaching and Practicing
Foundational Communication Skills 189 Section 7: Teaching on the Clinical
Floor - Veterinary Students and House Officers 200 7 Technology in the
Classroom 223 Shane M. Ryan, Sarah A. Bell, Micha C. Simons, and Sarah
Baillie Section 1: Introduction 223 Section 2: Presenting Information and
Interactions with Content 224 Section 3: Online and Blended Learning 227
Section 4: Instructional Systems Design for Digital Learning 232 Section 5:
Veterinary Student Success in Technology-Enhanced Learning 236 Section 6:
Safety and Security Considerations 239 Section 7: Present and Future
Technologies to Enhance Learning 243 Section 8: Common Forms of Educational
Technologies 243 Section 9: Review of Examples of Technologies Used in
Veterinary Education 244 8 The Syllabus 251 Katherine Fogelberg Section 1:
Introduction 251 Section 2: Syllabus Purposes 251 Section 3: Creating an
Effective Syllabus 256 Section 4: The Syllabus as a Tool to Document
Scholarship in Teaching and Learning 259 9 Assignments and Rubrics 263 Jo
R. Smith Section 1: Assignments 263 Section 2: Rubrics 265 10 Assessing
Student Learning: Exams, Quizzes, and Remediation 287 Kimberly S. Cook,
Katherine Fogelberg, Patricia Butterbrodt, Katrina Jolley, Malathi
Raghavan, and Jo R. Smith Section 1: Formative Versus Summative Assessments
and the Role of Evaluations 287 Section 2: Writing Good Exam Questions 292
Section 3: Exams and Quizzes: Determining Validity and Reliability 300
Section 4: Remediation 304 11 Assessing Clinical Skills 313 Stephanie L.
Shaver Section 1: Introduction 313 Section 2: Performance Assessment 313
Section 3: Workplace-Based Assessment 318 Section 4: Essential Concepts in
Clinical Skills Assessment 321 12 Different Approaches to Assessment 329
Erik H. Hofmeister Section 1: Introduction and Approaches 329 Part 12:
Audio and Video Options 340 Section 2: Implementing New Assignments 340
Section 3: Novel Grading Schemes 341 Section 4: Implementing Novel Grading
Schemes 343 13 Program Outcomes 349 Patricia Butterbrodt and Katrina Jolley
Introduction 349 Section 1: Curriculum Mapping 349 Section 2:
Accountability in Assessment Outcomes 358 Section 3: Ensuring Students Meet
Benchmarks for Student Learning 359 Section 4: Tracking Student Outcomes
361 14 Mentoring Students 367 Micha C. Simons, Stephanie Thomovsky, Julie
A. Hunt, and Katrina Jolley Section 1: Veterinary Student Mentorship 367
Section 2: Mentoring Students in Educational Research 370 Section 3:
Cheating and Other Unethical Student Behavior 373 15 Educational
Development 383 Jesse Watson and Sherry A. Clouser Section 1: Introduction
383 Section 2: Educator Development 386 Section 3: Building an Educator
Development Program 389 Section 4: Recommendations for Success 394 16
Documenting Teaching for Career Advancement 399 Misty R. Bailey and Susan
M. Matthew Section 1: Introduction 399 Section 2: Teaching 401 Section 3:
Mentoring and Advising 406 Section 4: Learner Assessment or Outcome
Assessment 406 Section 5: Educational Research and Scholarship 407 Section
6: Curriculum and Program Development 409 Section 7: Educational Leadership
and Administration 410 Section 8: Institutional and Administrative Support
for Teaching for Career Advancement: A Case Study 410 Section 9: Summary
411 17 Educational Research 415 Jill R. D. MacKay and Shelly Wu Section 1:
Introduction to Educational Research 415 Section 2: Designing the
Educational Research Study 420 Section 3: Collecting Data 433 Section 4:
Analyzing Data 440 Section 5: The Ethics of Educational Research 443
Section 6: Reporting the Educational Study 448 18 Building Bridges Between
Research and Practice 459 Julie A. Hunt Section 1: Introduction 459 Section
2: Educational Theory's Impact on Veterinary Educational Research 460
Section 3: How Educational Research Can Increase its Impact on Educational
Practice 461 Section 4: Educational Research Challenges 463 Section 5:
Barriers to Changing Educational Methods 464 Section 6: How Educational
Research Has Changed Veterinary Education Practices 465 19 History and
Purpose of Higher Education 471 Donald B. Mills and Kimberly S. Cook
Section 1: Introduction 471 Section 2: Brief History of Higher Education in
the United States 471 Section 3: Specialized Institutions 475 Section 4:
Students 476 Section 5: Purpose 477 20 Private and Public Institutions 479
Kimberly S. Cook and Donald B. Mills Section 1: Introduction 479 Section 2:
Public Institutions 479 Section 3: Private Institutions 484 Part 4:
Governance and Operations Structure 486 Section 4: Contemporary Issues 486
21 Higher Education Policies 491 Patricia Butterbrodt Section 1:
Introduction 491 Section 2: University Policy Areas 493 Section 3: Faculty
Responsibility to Policy 495 Section 4: Summary 498 22 Leadership in Higher
Education 501 Erik H. Hofmeister Section 1: Introduction 501 Section 2:
Principles of Leadership 502 Section 3: Leadership Education 504 23
Accreditation: What It Is and Why It Is Important 513 Myrah Stockdale,
Malathi Raghavan, and Stacy L. Anderson Section 1: Overview 513 Section 2:
Abbreviated History of Accreditation in the United States 515 Section 3:
History of Accreditation in Veterinary Education 516 Section 4: Accrediting
Bodies 517 Section 5: International Accreditation 519 Section 6:
Accreditation of Veterinary Education Worldwide 521 Section 7: The Process
of Accreditation 524 Section 8: Additional Considerations 537 24 Leaving
Thoughts and the Future of Veterinary Education 545 Katherine Fogelberg
Section 1: Introduction 545 Section 2: The Power of Veterinary Medical
Education 546 Section 3: Moving Veterinary Education Forward 551 Section 4:
Conclusion and Leaving Thoughts 558 References 558 Index 559