1. Improving the transition to practice The role of final year clinical placements John Baguley Faculty of Veterinary Science University of Sydney

2. Agenda BackgroundBackground –Improving the transition from university to practice –Year 5 veterinary clinical placements program at University of Sydney Role of clinical placements in improving the transition to practiceRole of clinical placements in improving the transition to practice –Undergraduate perspective –Employer perspective –Educational perspective Summary and conclusionsSummary and conclusions

3. Background Thomson (1982) argued that responsibility for education of veterinarians rests with:Thomson (1982) argued that responsibility for education of veterinarians rests with: –Universities –University accreditation systems –Veterinary professional associations –Regulatory agents –Individual undergraduates and graduates Heath (2000) has suggested improving the transition to practice in three stages:Heath (2000) has suggested improving the transition to practice in three stages: –Prior to commencing work –Seeking employment –After commencing work

4. Background Year 5 clinical placements program at University of SydneyYear 5 clinical placements program at University of Sydney –Students (interns) are required to complete 10 rotations during final year 4 months intramural placements at University Veterinary Centres in Sydney and Camden4 months intramural placements at University Veterinary Centres in Sydney and Camden 3 months core extramural placements at Small Animal Practice, Rural Mixed Practice and Rural Public Practice locations3 months core extramural placements at Small Animal Practice, Rural Mixed Practice and Rural Public Practice locations 3 months of elective placements3 months of elective placements –Students enter preferences for groups with each group completing the required 10 rotations in a specified sequence –Students enter preferences for clinical placements based upon detailed information available online or individual investigation

5. Background Year 5 clinical placements process:Year 5 clinical placements process: –Interns complete a number of tasks to fulfil Faculty requirements: Letter of introductionLetter of introduction Learning Agreement FormLearning Agreement Form Site contractSite contract Placement Feedback FormPlacement Feedback Form Communication taskCommunication task Written assignments (2)Written assignments (2)

6. Background Year 5 clinical placements process:Year 5 clinical placements process: –Assessment is based upon completion of required tasks, written assessment and a standard Supervisor Report Form –Interns and supervisors are asked to hold 3 meetings during the month long rotation in order to maximise the learning opportunities and provide opportunities for feedback

7. Improving the transition to practice Undergraduate perspectiveUndergraduate perspective –Interns who had completed final year in 2004 were asked to: Rate the usefulness of these tasks and processes in relation to achieving learning outcomes for final yearRate the usefulness of these tasks and processes in relation to achieving learning outcomes for final year List the attributes they considered vital for success as a veterinarian and the value of extramural placements in developing these attributesList the attributes they considered vital for success as a veterinarian and the value of extramural placements in developing these attributes Rate the value of final year placements in areas defined by the SILVER project (Taylor & Barnes 1998)Rate the value of final year placements in areas defined by the SILVER project (Taylor & Barnes 1998)

8. Value of required tasks and processes Task Very useful (1) Not useful (5) Written report 10%38%20%24%8% Case logs 45%33%8%12%2% Journal entries 0%4%12%20%64% Communication task 18%34%18%22%8% Supervisor meetings 20%36%24%10%10% Receiving feedback 53%27%20%0%0%

9. Attributes vital to success Interns were asked to list up to five attributes that they considered vital to success as a veterinarianInterns were asked to list up to five attributes that they considered vital to success as a veterinarian Interns were asked to rate the value of extramural placements from 1 (very valuable) to 5 (no value) in developing these attributesInterns were asked to rate the value of extramural placements from 1 (very valuable) to 5 (no value) in developing these attributes The most common attribute was communication skills and all respondents rated extramural placements as very valuable for developing this attribute (mean = 1)The most common attribute was communication skills and all respondents rated extramural placements as very valuable for developing this attribute (mean = 1) Extramural placements were rated as valuable for developing other attributes (mean = 1.6)Extramural placements were rated as valuable for developing other attributes (mean = 1.6) –Practical skills –Compassion –Confidence –Team work –Continuous learning –Enthusiasm –Personal life balance –Practice management

10. Achieving the learning potential Potential Benefit Most valuable (1) No value (5) Linking theory with practice 57%39%4%0%0% Identify a range of diseases 51%41%8%0%0% Treat a range of diseases 43%47%8%2%0% Interpersonal skills 44%50%6%0%0% Practice management 29%42%25%4%0% Insight into professional life 39%47%8%6%0% Insight into career options 37%37%18%8%0% Technical skills 59%33%8%0%0%

11. Undergraduate perspective Clinical placements provide opportunities for interns to develop attributes they consider vital to success as a veterinarianClinical placements provide opportunities for interns to develop attributes they consider vital to success as a veterinarian The tasks and processes involved appear to be able to assist student development and the transition to practiceThe tasks and processes involved appear to be able to assist student development and the transition to practice The major concerns for students undertaking clinical placements relate to time, finance, accommodation and personal life balanceThe major concerns for students undertaking clinical placements relate to time, finance, accommodation and personal life balance

12. Employer perspective Heath and Mills (2000) reported that the main attribute used by employers in selecting new graduates is interpersonal skillsHeath and Mills (2000) reported that the main attribute used by employers in selecting new graduates is interpersonal skills Other skills vital for new graduates reported in the literature include:Other skills vital for new graduates reported in the literature include: –Management skills including marketing –Computer literacy –Communication skills –Technical skills Major benefits of this clinical placement program as defined by extramural supervisors are:Major benefits of this clinical placement program as defined by extramural supervisors are: –Exposure to real life practice –Practical experience –Dealing with people

13. Employer perspective Attribute Most important Least important Interest in learning 51% (20) 5% (2) Communication skills 40% (16) 5% (2) Work ethic 37% (15) 8% (3) Teamwork skills 35% (14) 10% (4) Professionalism 22% (9) 5% (2) Humanistic values 21% (8) 37% (15)

14. Educational perspective Experiential and work based learningExperiential and work based learning –Work based learning is provided in an estimated 60% of all Australian degrees (Martin 1998) –Value of providing learning opportunities in context as distinct from traditional ‘dualism’ to facilitate access and integration Requirements for achieving potentialRequirements for achieving potential –Individual responsibility for learning –Supportive structures and processes in final year –Optimal preparation for final year –Relevant assessment that promotes active, self directed learning –Continuous improvement –Educational partnerships

15. Summary Role of clinical placements in improving the transition from university to practice as defined by Heath’s ten tips and three broad steps:Role of clinical placements in improving the transition from university to practice as defined by Heath’s ten tips and three broad steps: –Prior to commencing work Get experience dealing with peopleGet experience dealing with people Develop competence withDevelop competence with –Interpersonal skills –Technical skills –Common conditions Keep personal readjustments to a minimumKeep personal readjustments to a minimum Make contacts that may lead to a good jobMake contacts that may lead to a good job

16. Summary Role of clinical placements in improving the transition from university to practice as defined by Heath’s ten tips and three broad steps:Role of clinical placements in improving the transition from university to practice as defined by Heath’s ten tips and three broad steps: –Seeking employment Select a boss with great careSelect a boss with great care Get it in writingGet it in writing –After commencing work Make it clear that you are prepared to learnMake it clear that you are prepared to learn Consider the feelings of othersConsider the feelings of others Maintain mental and physical healthMaintain mental and physical health Think and act as a professional person - confidenceThink and act as a professional person - confidence

17. Conclusion The results from the lecture free final year of clinical placements support the belief that this program has the ability to improve the transition from university to practice fromThe results from the lecture free final year of clinical placements support the belief that this program has the ability to improve the transition from university to practice from –Undergraduate –Employer and –Educational perspectives The key to future success appears to lie in creating strong partnerships with each of the stakeholders in veterinary educationThe key to future success appears to lie in creating strong partnerships with each of the stakeholders in veterinary education –Working together at each stage of transition –Optimising preparation and induction to the profession

18. Questions