Dr Paul Pollard
About
Biography
Paul graduated from University College Dublin in 1990. He spend his early years in mixed practice in Northern Ireland, before joining the Department of Agriculture and Rural Development (DARD). He spent 4 years working at Greenmount College teaching Animal Health and Welfare to agriculture students and Veterinary Nurses.
Paul then moved into small animal practice and was the Clinical Director of a group of practices on the Isle of Wight. He gained his certificate in Veterinary Cardiology before moving to the Royal Veterinary College as the Head Vet and the rotation leader of their primary care teaching hospital in Camden. Here Paul gain a Masters in Veterinary Education. After 6 years, in January 2022, Paul joined the University of Surrey as the Director of Clinical Education.
ResearchResearch interests
Paul's research interests are in the use of feedback within the clinical setting which was the focus of his Masters in Veterinary Education.
Paul is also interested in workplace basic clinical education and how students learn within the workplace
Research interests
Paul's research interests are in the use of feedback within the clinical setting which was the focus of his Masters in Veterinary Education.
Paul is also interested in workplace basic clinical education and how students learn within the workplace
Publications
Within the evolving landscape of veterinary education in the United Kingdom, an increasing shift toward a distributed model of instruction necessitates that clinicians who assume the role of novice educators, receive training as clinical educators. The University of Surrey has pioneered a training program aimed at promoting understanding and application of educational theory in veterinary educator identity development. This study investigated the reflections of novice educators upon conclusion of their training to delineate the program's efficacy and identify areas of educator training necessitating further research and enhancement. A convenience sample of 53 reflective narratives was subjected to inductive thematic analysis. Three principal themes emerged. The first encapsulated an enhanced cognizance of student learning needs, underscored by foundational learning theories. Notably, the introduction of “feedforward” and the incorporation of student reflection within the feedback mechanism were identified as innovative concepts. The second theme revolved around the personal growth experienced because of participation in the training program, with 47% of reflections articulating profound introspection. The final theme explored the perceptions of the rewards and challenges associated with balancing the educational program with routine professional responsibilities, highlighting an increase in self-confidence and the obstacles encountered in allocating time for training.