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

© 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”