Research Core and Research Track: a case study from Veterinary Medicine

Susan M RhindDirector of Veterinary Teaching

R(D)SVS

Overview

• Why?– The Veterinary Education context

• Research in the core curriculum

• Research in a ‘tracked’ curriculum

• The challenges…

Research - Why?

• Graduate Attribute– RCVS day one competence

Because we have to...

Research - Why?

• Graduate Attribute– RCVS day one competence

• It should be part of HE experience and of benefit to the student

Because we have to...

Because we want to...

Research - Why?

• Graduate Attribute– RCVS day one competence

• It should be part of HE experience and of benefit to the student

• To encourage veterinary researchers of the future [Selbourne report]

Because we have to...

Because we want to...

Because we need to...

Research - Why?

• Graduate Attribute– RCVS day one competence

• It should be part of HE experience and of benefit to the student

• To encourage veterinary researchers of the future

RESEARCH CORE

RESEARCH TRACK

Royal College of Veterinary Surgeons

Essential competences required of the new veterinary graduate [“day one skills”]– A) General professional competences and

attributes– B) Underpinning knowledge and

understanding– C) Practically-based veterinary

competences

Underpinning knowledge and understanding

• The new veterinary graduate will need to have acquired a thorough knowledge and understanding of the following:

• B1.2 Research methods and the contribution of basic and applied research to all aspects of veterinary science

• B1.3 How to evaluate evidence

Research: Core curriculum

Research Core

• Curriculum review and creation of space [Less is more – abandoning the ‘cult of coverage’]

• Specific learning outcomes and activities

• Dripping taps…

Curriculum Review and ‘less is more’

• Create space to allow students to explore SOME aspects in greater depth

• The graduate attribute will be achieved regardless of the area chosen

BREADTH

DEPTH

CURRICULUM

Graduate Attributes [Research]

BREADTH

DEPTH

CURRICULUM

BREADTH

DEPTH

CURRICULUM

Graduate Attributes [Research]

Graduate Attributes [Research]

Research Core

• Curriculum review and creation of space [Less is more – abandoning the ‘cult of coverage’]

• Specific learning outcomes and activities

• Dripping taps…

Population Medicine and Veterinary Public Health

CRITICAL REVIEW OF A SCIENTIFIC PAPERAbnormalities of the testes and epididymis in bucks

and rams slaughtered at Debre Zeit abattoir, EthiopiaRegassa, Terefe and Bekana TAHP (2003), 35, 541-549

1.(a)Briefly summarise in your own words the questions this

paper has attempted to answer. (5 marks)(b)Discuss the study design outlined in the paper and

suggest any further information that might have been useful to have included if you were asked to go there and repeat the study. (15 marks)

Research Core

• Curriculum review and creation of space [Less is more – abandoning the ‘cult of coverage’]

• Specific learning outcomes and activities

• Dripping taps…

“Vet Choice”

• "Things you can do with a veterinary degree”– Intercalated Degrees– Vacation Scholarships– Drug discovery and development– The Cambridge Summer School

• Vet Choice lecture series

Research Core

BVM&SCURRICULUM

Vertical thread/Evidence based medicine

‘Vet Choice’ lectureseries

Research ElectivesAs ‘Core’

Clinical research project

Research: Tracked Curriculum

Attracting students into research – the evidence in veterinary medicine

(2005) 157, 369-375

• Graduates who were significantly (P<0·05) more likely to have a career involving research included:– male graduates, – graduates who had completed a summer

studentship, internship, residency or houseman’s programme

– graduates who held a veterinary diploma,– graduates who had intended to pursue a career in

research or academia when they graduated from veterinary school.

Attracting students into research – the evidence in veterinary medicine

The R(D)SVS Research Track (RRT)

• Elements included within our research track are: – Vacation studentships coordinating by a team of

research active academics. – Intercalating MSc’s and BSc’s both within the

school, college and externally as guided by the RRT coordinator.

– Integrated PhD programme for graduate entry students allowing flexibility in courses later in the programme to facilitate engagement in research whilst maintaining contact with the BVM&S programme.

EMS – increased flexibility

For some students, it may be appropriate to allow up to 10 weeks of clinical EMS to be devoted to research-related EMS, either by the student undertaking a research project in addition to the standard course, or attending a research summer school.

BVM&S/PhD

BVM&S

BVM&S/BSc/MSc

BVM&S/SS

The Challenges• An already overloaded curriculum

– Embed principles during an outcomes based curriculum review

• Student perceptions– Role models– Getting the balance right– Reinforcing the context

• Staff perceptions?– Tension between “veterinary surgeons” and

“veterinary scientists”

DR PIP BEARDPROF JONATHAN LAMBPROF JACQUI MATHEWSDR DAVID COTTRELL