Dr Jenny Routh

Lecturer in Veterinary Education & Training
BSc (Hons) BVSc (Dist.) PhD MRCVS

Academic and research departments

School of Veterinary Medicine.





Routh et al, (2023). Rating and ranking preparedness characteristics important for veterinary workplace clinical training: a novel application of pairwise comparisons and the Elo algorithm. Frontiers in Medicine.

Routh et al, (2023). Clinical supervisors' and students' perspectives on preparedness for veterinary workplace clinical training: An international study. Veterinary Record.

Routh & McKinley, (2023). Getting Started in Clinical Education Research, in: Starting Research in Clinical Education (Eds: Rees, Ledger & Walker).

Routh et al, (2022). Stakeholder perspectives on veterinary student preparedness for workplace clinical training: a qualitative study. Accepted for publication.

Routh et al, (2022). Using Learning Theories to Develop a Veterinary Student Preparedness Toolkit for Workplace Clinical Training. Frontiers in Veterinary Science (Veterinary Humanities and Social Sciences)

Jennifer Routh, Sharmini Julita Paramasivam, Peter Cockcroft, Vishna Devi Nadarajah, Kamalan Jeevaratnam (2022)Stakeholder perspectives on veterinary student preparedness for workplace clinical training – a qualitative study, In: BMC veterinary research18(1)340pp. 1-340 Springer Nature

Background The success of workplace clinical training (WCT) is important given that veterinary students are licensed to work independently upon graduation. Considering this, it is perhaps surprising that there is limited published work describing what it means to be prepared for this educational experience, particularly given that the transition to WCT can be stressful for students. This paper reports the results of a qualitative study aiming to generate a rich understanding of veterinary student preparedness for WCT using emic, or insider, perspectives of key stakeholders. Methods From a constructivist standpoint, homogenous online group interviews were held with final year veterinary students, recent student alumni, clinical supervisors, faculty, and academic educationalists to discuss what it means to be prepared for WCT. The data was analysed using a template analysis approach. Results A three-tier taxonomy to describe preparedness for WCT was constructed from the data. At the topmost level, there were seven themes to illuminate different aspects of preparedness: students should be prepared 1) for the transition to learning and working in a clinical and professional environment, 2) for self-directed and experiential learning whilst working, 3) with a growth mindset, 4) with intrinsic motivation and enthusiasm for learning and working, 5) for communication, consultation and clinical reasoning, 6) with the knowledge for work, and 7) with the practical competence and confidence for work. Conclusions This study provides a deeper understanding of the tools we can provide, and the attributes we can nurture in, senior veterinary students to facilitate their learning and working during WCT. This improved understanding is a necessary precursor to refining pedagogical support and curriculum design within veterinary schools.

Additional publications