Enhancing Professional Writing Skills of Veterinary Technology Students: Linking Assessment and Clinical Practice in a Communications Course

Autor/inn/en	Clarke, Patricia; Schull, Daniel; Coleman, Glen; Pitt, Rachael; Manathunga, Catherine
Titel	Enhancing Professional Writing Skills of Veterinary Technology Students: Linking Assessment and Clinical Practice in a Communications Course
Quelle	In: Assessment & Evaluation in Higher Education, 38 (2013) 3, S.273-287 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2011.630975
Schlagwörter	Writing Skills; Veterinary Medicine; Foreign Countries; Student Research; Research Skills; Scientific Research; Clinical Experience; Practicums; Skill Development; Self Efficacy; Case Studies; Oral Language; Workshops; Criticism; Professional Development; Feedback (Response); Peer Evaluation; Conferences (Gatherings); Outcomes of Education; Australia + Suchen Sie Ihr Suchwort? Writing skill; Schreibfertigkeit; Tiermedizin; Ausland; Studentenforschung; Forschungsleistung; Practicum; Praktikum; Praktika; Kompetenzentwicklung; Qualifikationsentwicklung; Self-efficacy; Selbstwirksamkeit; Case study; Fallstudie; Case Study; Oral interpretation; Mündlicher Sprachgebrauch; Lernwerkstatt; Schulung; Kritik; Lernleistung; Schulerfolg; Australien
Abstract	Veterinary technology is an emerging profession within the veterinary and allied animal health fields in Australia and affords graduates the opportunity to contribute to the small but growing body of literature within this discipline. This study describes the introduction of a contextualised assessment task to develop students' research capability, competence and confidence in professional writing, and to engage them with the academic publishing process. Students worked in self-selected dyads to author a scientific case report, of publishable standard, based on authentic cases from their clinical practicum. Intrinsic to the task, students attended a series of workshops that explored topics such as critiquing the literature, professional writing styles and oral presentation skills. Assessment was multi-staged with progressive feedback, including peer review, and culminated with students presenting their abstracts at a mock conference. Students reported the task to be an enjoyable and valuable learning experience which improved their competence and confidence in scientific writing; supported by a comparison of previously submitted work. Linking scientific writing skills to clinical practice experiences enhanced learning outcomes and may foster the professionalisation of students within this emerging discipline. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10