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  1. Fulltext Veterinary Education during Covid-19 and Beyond-Challenges and Mitigating Approaches
    Routh J, Paramasivam SJ, Cockcroft P, Nadarajah VD, Jeevaratnam K
    Animals (Basel), 2021 Jun 18;11(6).
    PMID: 34207202 DOI: 10.3390/ani11061818
    The public health implications of the Covid-19 pandemic have caused unprecedented and unexpected challenges for veterinary schools worldwide. They are grappling with a wide range of issues to ensure that students can be trained and assessed appropriately, despite the international, national, and local restrictions placed on them. Moving the delivery of knowledge content largely online will have had a positive and/or negative impact on veterinary student learning gain which is yet to be clarified. Workplace learning is particularly problematic in the current climate, which is concerning for graduates who need to develop, and then demonstrate, practical core competences. Means to optimise the learning outcomes in a hybrid model of curriculum delivery are suggested. Specific approaches could include the use of video, group discussion, simulation and role play, peer to peer and interprofessional education.
  2. Clinical supervisors' and students' perspectives on preparedness for veterinary workplace clinical training: An international study
    Routh J, Paramasivam SJ, Cockcroft P, Wood S, Remnant J, Westermann C, et al.
    Vet Rec, 2023 Nov 18;193(10):e3504.
    PMID: 37955283 DOI: 10.1002/vetr.3504
    BACKGROUND: The alignment of student and workplace supervisors' perspectives on student preparedness for veterinary workplace clinical training (WCT) is unknown, yet misalignment could negatively impact workplace learning. The aim of this study was to quantify the relative importance of WCT preparedness characteristics according to students and supervisors and to identify differences.

    METHODS: A survey was completed by 657 veterinary students and 244 clinical supervisors from 25 veterinary schools, from which rankings of the preparedness characteristics were derived. Significant rank differences were assessed using confidence intervals and permutation tests.

    RESULTS: 'Honesty, integrity and dependability' was the most important characteristic according to both groups. The three characteristics with the largest rank differences were: students' awareness of their own and others' mental wellbeing and the importance of self-care; being willing to try new practical skills with support (students ranked both of these higher); and having a clinical reasoning framework for common problems (supervisors ranked higher).

    LIMITATIONS: Using pooled data from many schools means that the results are not necessarily representative of the perspectives at any one institution.

    CONCLUSION: There are both similarities and differences in the perspectives of students and supervisors regarding which characteristics are more important for WCT. This provides insights that can be used by educators, curriculum developers and admissions tutors to improve student preparedness for workplace learning.

  3. Student and Staff Perspectives on Important Employability and Global Mobility Skills for Health Professionals in Higher Education
    Chadda KR, Routh J, Ismail T, Amirthalingam SD, Angkurawaranon C, Boonyaratanakornkit V, et al.
    Ann N Y Acad Sci, 2026 Mar;1557(1):e70207.
    PMID: 41793302 DOI: 10.1111/nyas.70207
    This study investigated what value health professional students and staff place on employability and global mobility training. It investigated the most important employability and global mobility characteristics, and how perceptions vary between students and academics. The study used an anonymous, online questionnaire distributed to health professional students and academic staff at the University of Surrey (UK) and the University of Malaysia, Sarawak (Malaysia). The outcomes of pairwise comparison questions were processed using the Elo algorithm to generate importance rankings of the employability and global mobility characteristics. One hundred and forty-two students and 42 academics were included. The most important employability and global mobility characteristics were an ability to get along with people from different cultural backgrounds, adaptability, openness to new experiences, an ability to read situations and respond to them, communication skills, and problem-solving. The characteristics that were ranked highly by academics were also likely to have high rankings by students. This study demonstrates that students and academics value employability and global mobility teaching and give similar ratings to specific characteristics. The next step is to investigate how these characteristics can be incorporated into higher education curricula and adapted over time in response to evolving workforce requirements.
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