Priya Sharp

Priya Sharp

Senior Lecturer in Veterinary Clinical Skills
Mon/Weds/Fri 9.30am-2.30pm and Tues/Thurs 9.30-5pm


My qualifications

Zoology BSc (Hons)
University of Liverpool
Veterinary Science BVSc
University of Liverpool
Graduate Certificate in Learning and Teaching
University of Surrey


Shona Louise McIntyre, Priya Sharp, Sophie Turner, Amelia Stubbs (2023) Using Cognitive Task Analysis to Develop a Protocol for Teaching Ultrasound Pregnancy Diagnosis in the Bitch to Undergraduate Veterinary Students

Pregnancy diagnosis in the bitch is routinely performed using ultrasound and is therefore an important skill for veterinarians to have been exposed to during undergraduate training. Proficiency of this skill is difficult to achieve, due to limited exposure to suitable live patients, and animal welfare considerations limiting repeated performance on the same bitch. Models have been beneficial in allowing undergraduates to perform a range of ultrasound techniques without the use of live animals. Using clinical veterinarians and a model created at the University of Surrey, cognitive task analysis (CTA) was used to construct a list of instructional steps required to perform ultrasound pregnancy diagnosis. Experts were asked to evaluate the existing model then video recorded while demonstrating the skill on the model as if teaching a novice student. Anonymized and muted video footage along with transcribed audio files were used to create a draft teaching protocol. A group consensus for the final teaching protocol was developed following a semi-structured interview. The final teaching protocol had 23 steps to guide a novice to perform this skill, broken down into three stages; set-up and preparation, pregnancy identification, and estimation of gestational age. Not all steps were both performed and verbalized by all of the experts, hence the need for a panel discussion to confirm a final teaching protocol. This study demonstrated that CTA is useful in compiling a comprehensive list of steps, for a teaching protocol, including those which may have been missed if demonstrated through a lone subject matter expert.

Priya Sharp, Sarah Baillie, Rebecca S.V. Parkes, Heidi Janicke, Tierney Kinnison, Jennifer Routh, Edlira Muca, Neil Forrest (2024) Setting Up and Running Online Communities of Practice (CoPs) for Veterinary Educators

Communities of practice (CoPs) are social systems consisting of individuals who come together to share knowledge and solve problems around a common interest. For educators, membership of a CoP can facilitate access to expertise and professional development activities and generate new collaborations. This teaching tip focuses on online CoPs and provides tips for setting up and running such communities. The initial planning phase involves establishing the purpose of the CoP, recruiting an administrative team, designing the structure of the online environment, and choosing a platform. Once the online platform is launched, running the CoP involves building the membership, encouraging engagement (primarily in discussion forums), finding ways to create and share useful resources, and sustaining the community as an active and effective CoP. We also describe a specific example of an online CoP for veterinary educators involved in clinical skills teaching. The membership has grown to represent an international community who engage in a range of activities including sharing knowledge, tips and ideas, asking questions, discussing challenges, and promoting collaborative activities.