Characteristics of effective clinical educators in veterinary medicine: a narrative review and the case for research in distributed education models.

Abstract

Within the complex landscape of veterinary education, veterinary professionals, such as veterinarians, technicians, interns, residents, and assistants, serve an important function in clinical education. The clinical educator plays a fundamental role in shaping the learning experiences and learning outcomes of the veterinary education student. Effective teaching in a clinical context is not limited to the standard transference of knowledge and building of skillsets; it is intertwined with the personal characteristics and interpersonal dynamics of the educator that influence the engagement of the learner in that setting. Historically, pedagogical theories and teaching methodologies have been the primary focus of training in veterinary education. However, there is growing recognition that the inherent personal characteristics of the educator can have a marked impact on the learner's experience. While abundant research exists on this subject, most studies focus on human healthcare education. Research into this topic in veterinary education is minimal and appears to focus on tertiary institution environments. There is a notable gap in understanding how these characteristics are perceived in distributed teaching models, where learners learn in diverse, real-world clinical environments outside the university setting. This review aims to explore the characteristics that contribute to effective clinical teaching in veterinary education. Through identifying and understanding these characteristics, educators can examine the perceived value of these traits within their unique clinical contexts. In consideration of the increasing utilization of distributed teaching models in veterinary curricula, this review seeks to establish a foundation for future research aimed at understanding how these educator characteristics are valued within distributed teaching models.