Towards sustainable veterinary education: Embedding professional identity development into the curriculum

Research output: Other contribution to conferencePresentation only

Abstract

In a contemporary world that has been described as not merely complex but supercomplex, sustainable models of veterinary education will prepare students to be new graduates, but also to engage with an unknowable future. The first year of veterinary practice is a critical developmental period with implications for future practice. With a goal to explore professional identity through engaging deeply with situated experience, this research study adopted an integrated narrative research approach with eleven new graduate veterinarians.
A conceptual model was developed, in which new graduate professional identity development can be represented as a process of striving for a professional voice. Through storytelling, and inward and outward facing dialogue, participants mobilised individual and collective resources in the tasks of striving for a sense of practice capability and moral authenticity. In making their engagement explicit and meaningful they trained and strengthened their own professional voices, creating a dialogic space of reflexive inquiry and agency in which they could enact pragmatic professionalism and envisage future practice wisdom.
The model provides tools for veterinary educators to use in mapping and scrutinising curricula with regard to professional identity development. The goals of this workshop are to present the model, and to explore strategies and challenges for embedding professional identity into the undergraduate veterinary curriculum.
Original languageEnglish
Publication statusPublished - 2018
EventVetEd Downunder: Australasian Veterinary Educators Symposium - University of Adelaide, Adelaide, Australia
Duration: 13 Feb 201815 Feb 2018

Conference

ConferenceVetEd Downunder
CountryAustralia
CityAdelaide
Period13/02/1815/02/18

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curriculum
graduate
education
research approach
authenticity
wisdom
pragmatics
dialogue
educator
narrative
resources
experience
student
professionalism

Cite this

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title = "Towards sustainable veterinary education: Embedding professional identity development into the curriculum",
abstract = "In a contemporary world that has been described as not merely complex but supercomplex, sustainable models of veterinary education will prepare students to be new graduates, but also to engage with an unknowable future. The first year of veterinary practice is a critical developmental period with implications for future practice. With a goal to explore professional identity through engaging deeply with situated experience, this research study adopted an integrated narrative research approach with eleven new graduate veterinarians. A conceptual model was developed, in which new graduate professional identity development can be represented as a process of striving for a professional voice. Through storytelling, and inward and outward facing dialogue, participants mobilised individual and collective resources in the tasks of striving for a sense of practice capability and moral authenticity. In making their engagement explicit and meaningful they trained and strengthened their own professional voices, creating a dialogic space of reflexive inquiry and agency in which they could enact pragmatic professionalism and envisage future practice wisdom. The model provides tools for veterinary educators to use in mapping and scrutinising curricula with regard to professional identity development. The goals of this workshop are to present the model, and to explore strategies and challenges for embedding professional identity into the undergraduate veterinary curriculum.",
keywords = "Professional Identity, Veterinary education",
author = "Emma Scholz",
year = "2018",
language = "English",
note = "VetEd Downunder : Australasian Veterinary Educators Symposium ; Conference date: 13-02-2018 Through 15-02-2018",

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Scholz, E 2018, 'Towards sustainable veterinary education: Embedding professional identity development into the curriculum' Paper presented at VetEd Downunder, Adelaide, Australia, 13/02/18 - 15/02/18, .

Towards sustainable veterinary education: Embedding professional identity development into the curriculum. / Scholz, Emma.

2018. Paper presented at VetEd Downunder, Adelaide, Australia.

Research output: Other contribution to conferencePresentation only

TY - CONF

T1 - Towards sustainable veterinary education: Embedding professional identity development into the curriculum

AU - Scholz, Emma

PY - 2018

Y1 - 2018

N2 - In a contemporary world that has been described as not merely complex but supercomplex, sustainable models of veterinary education will prepare students to be new graduates, but also to engage with an unknowable future. The first year of veterinary practice is a critical developmental period with implications for future practice. With a goal to explore professional identity through engaging deeply with situated experience, this research study adopted an integrated narrative research approach with eleven new graduate veterinarians. A conceptual model was developed, in which new graduate professional identity development can be represented as a process of striving for a professional voice. Through storytelling, and inward and outward facing dialogue, participants mobilised individual and collective resources in the tasks of striving for a sense of practice capability and moral authenticity. In making their engagement explicit and meaningful they trained and strengthened their own professional voices, creating a dialogic space of reflexive inquiry and agency in which they could enact pragmatic professionalism and envisage future practice wisdom. The model provides tools for veterinary educators to use in mapping and scrutinising curricula with regard to professional identity development. The goals of this workshop are to present the model, and to explore strategies and challenges for embedding professional identity into the undergraduate veterinary curriculum.

AB - In a contemporary world that has been described as not merely complex but supercomplex, sustainable models of veterinary education will prepare students to be new graduates, but also to engage with an unknowable future. The first year of veterinary practice is a critical developmental period with implications for future practice. With a goal to explore professional identity through engaging deeply with situated experience, this research study adopted an integrated narrative research approach with eleven new graduate veterinarians. A conceptual model was developed, in which new graduate professional identity development can be represented as a process of striving for a professional voice. Through storytelling, and inward and outward facing dialogue, participants mobilised individual and collective resources in the tasks of striving for a sense of practice capability and moral authenticity. In making their engagement explicit and meaningful they trained and strengthened their own professional voices, creating a dialogic space of reflexive inquiry and agency in which they could enact pragmatic professionalism and envisage future practice wisdom. The model provides tools for veterinary educators to use in mapping and scrutinising curricula with regard to professional identity development. The goals of this workshop are to present the model, and to explore strategies and challenges for embedding professional identity into the undergraduate veterinary curriculum.

KW - Professional Identity

KW - Veterinary education

M3 - Presentation only

ER -