Student and clinical supervisors’ perspective on student preparedness for clinical learning in veterinary medicine – a multicentre study
Funding will cover University tuition fees at the UK/EU rate for three years and a stipend for three years at RCUK levels (£15,000 per year). For further information see: https://www.surrey.ac.uk/postgraduate/veterinary-medicine-and-science-phd (Fees and Funding tab).
The PhD studentship is expected to commence in October 2019.
Funding sourceFunded by the Basil Longhurst Legacy at the School of Veterinary Medicine, University of Surrey
Please note: The project can be adopted/modified to suit the successful candidates’ scientific interest in consultation with the supervisory team.
Student preparedness for clinical practice has been discussed in the literature across a range of health disciplines. The overall goal for clinical placement is for graduates to gain the knowledge, skills and professional behaviours (attributes) that are required to be a competent and effective clinician in their chosen field.
A successful relationship between a student and their supervisor is based on a common understanding of what is expected and required during placement. Traditionally, pre-clinical veterinary science has been taught on a subject/discipline based model, with clinical veterinary training undertaken within veterinary teaching hospitals associated with the University. Veterinary education is increasingly adopting a distributed model of clinical training occurring within external partner practices during the final year. This model has been used in human health degrees such as medicine, nursing and physiotherapy; however, it is a relatively new concept within veterinary education.
Recently, there has been research into supervisor’s perspectives on the characteristics that are important for preparedness for clinical practice in the disciplines of medicine, pharmacy and nursing (Banneheke et al 2017; PMID 28789645); however, there is very little on a comparison of student and supervisor’s concepts of preparedness, particularly within the veterinary field.
The research questions of this study will focus on analysing whether there is a disparity between the student’s perception of what is expected for being prepared for clinical studies, and the clinical supervisor’s perception of what is required for students to be considered to be prepared for clinical studies. We will also recruit clinical supervisors from the core species area (companion animal, veterinary public health/pathology, equine and production animal) into this study and will compare responses to see if there are differences between the species specialists in what they consider to be student preparedness for clinical learning.
Furthermore, we will be looking into any potential disparities between these views and identifying what potential challenges this will therefore create in a distributed model of curriculum. Outcomes of the study should inform future curriculum design.
Applications open to UK and EU students only.
This is purely a pedagogical focused research project and undergraduates with a degree in a related discipline would be expected.
Medical and veterinary graduates are encouraged to apply. A Master’s degree in related subject (e.g. education, psychology) is desirable and previous experience in statistical methodology is desirable.
IELTS requirements: overall score of 7 with minimum in each component being 6.5.
Research group: Preclinical Sciences
The student will be based at the University of Surrey; this is an ideal location which promotes informal interactions among the member of the team and constant exposure to innovative approaches, problems and settings beyond pure academia.
The candidate will benefit from international and interdisciplinary (med-vet-environment) development and networking activities organised by the school. There are opportunities to interact with several overseas collaborators may exist.