Chapter 9Learning Opportunities Learning in Classrooms and Laboratories Susan M. Matthew1, Jacqueline M. Norris2 and Mark B. Krockenberger2 1College of Veterinary Medicine, Washington State University, USA 2Sydney School of Veterinary…
Chapter 26Working in Professional Teams Tierney Kinnison1,2, David Guile1 and Stephen A. May2 1Institute of Education, University College, London, UK 2Royal Veterinary College, UK Box Key messages Veterinarians no longer…
Chapter 34Student Support and Wellness McArthur Hafen Jr., Adryanna Siqueira-Drake and Bonnie R. Rush College of Veterinary Medicine, Kansas State University, USA Box 34.1: Key messages Veterinary medical training is…
Chapter 19Assessing Teaching Effectiveness Susan M. Rhind and Catriona E. Bell Royal (Dick) School of Veterinary Studies, University of Edinburgh, UK Box 191: Key messages Decide on the purpose of…
chapter 31Student Selection Jacquelyn M. Pelzer1 and Eloise K.P. Jillings2 1Virginia-Maryland College of Veterinary Medicine, Virginia Tech, USA 2Institute of Veterinary, Animal and Biomedical Sciences, Massey University, New Zealand Box…
Chapter 21Institutional Benchmarking Paul C. Mills1 and Rosanne M. Taylor2 1School of Veterinary Science, University of Queensland, Australia 2Sydney School of Veterinary Science, University of Sydney, Australia Box 21.1: Key…
Chapter 8Peer-Assisted Learning Laura K. Molgaard1 and Emma K. Read2 1College of Veterinary Medicine, University of Minnesota, USA 2Faculty of Veterinary Medicine, University of Calgary, Canada Box 8.1: Key messages…
Chapter 4Learning Concepts and Theories, and Their Application to Educational Practice Stephen A. May Royal Veterinary College, UK Box 4.1: Key messages Different learning theories are “lenses” that provide different…
