Previewing the Australian Veterinary Association conference 2013

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Looking forward to AVA 2013

This time next week I’ll be in sunny, warm  North Queensland attending the AVA 2013 conference in Cairns (I know – poor me).  Having had a great experience at my first national veterinary conference in Canberra last year, I decided to go again this year despite the cost, which has inflicted significant pain on my credit card.

The theme for this year’s meeting is Into the Future. I submitted a proposal to speak on the potential of Web 2.0 and social media for continuing veterinary education, which I thought fitted the theme perfectly, but unfortunately it was not accepted. I am still speaking in a combined presentation with Dr Meg Dietze from NMIT on adapting the Bondy scale1 for assessing clinical competency in veterinary nursing students.

Noteworthy international speakers I am eagerly anticipating are Temple Grandin (US – welfare) and Jim Stowe (Canada – emerging technologies and continuing education). I will again be spending most of my time in the education stream on Monday and Tuesday where I am particularly looking forward to the open forum. Topics covered will include rural and remote learning, continuing education programs in other professions and extramural placements, which seem particularly relevant to me at the moment, having just marked 120 DVM2 (second year veterinary student) extramural placement reports. Last year’s forum session was a great chance for all present to have their voice heard and I expect this one will be no different.

As last year I will be tweeting during sessions using the conference hashtag #AVAConf and blogging about the experience afterwards. Any other contributions to the backchannel would be very welcome.

1.        Bondy KN. Criterion-referenced definitions for rating scales in clinical evaluation. J Nurs Educ.  1983;22:376-82.

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CPD for African vets

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Image source: US Army Africa   Creative CommonsAttribution Share-Alike Unported 3.0 licenceattrib_2.0_generic

 

Late last year I was surprised and very pleased to receive an unexpected email from Dr Chris Daborn, a Tanzania-based International Veterinary Consultant and member of the Commonwealth Veterinary Association (CVA) working group on continuing professional development (CPD). One role of the CVA is to deliver much-needed CPD in developing countries where there is often little or none offered by national veterinary organisations. With computer and Internet access increasingly available, there is a move to make use of eLearning materials to supplement CPD from more formal events such as conferences and workshops. My interest in eLearning lead Chris to invite me to contribute to the group, which is headed by Dr Jeff Cave, CVA councillor for Australia, and I was very pleased to accept. More information about the CVA CPD program can be found on the CVA website.

The project for 2013 is a CPD pilot program being made available in 5 countries in East Africa (Ethiopia, Kenya, Sudan, Tanzania and Uganda) with a view to launching a major CPD program in 2014, hopefully in collaboration with organisations such as the OIE. Key subject areas include recent advances in veterinary medicine and surgery, veterinary governance, One Health and animal welfare, among other areas.

In preparation for the launch of the pilot program at the beginning of this year, the last 3 months of 2012 were spent developing, distributing and evaluating a needs-assessment questionnaire and assessing currently-available elearning resources. The questionnaire responses came predominantly from vets employed by government and showed that while understandably face-to-face was the preferred CPD model, there was a willingness to undertake CPD by eLearning. The most common areas of interest were veterinary governance, One Health and animal welfare.

While it is too early to assess the pilot, at the end of the first month there has been some uptake of available resources. Feedback will obviously be carefully assessed to inform the larger program planned for next year.

I had not previously been aware of the CVA CPD program and am very glad to have become involved. I haven’t made much of a contribution to this point but hope to contribute more in the future.

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MOOCing again

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Being a committed life-long learner, I can’t resist a good MOOC (massive open online course), and #etmooc (educational technologies and media), which began this week, looks like it will be just that.

#etmooc is the second cMOOC I’ve done, the first being the fantastic and eye-opening ePortfolios Community of Practice course in 2011. The c stands for connectivism and is used to distinguish from xMOOCs, the type offered by organisations like Coursera and edX, which use a more traditional pedagogical approach of recorded lectures followed by activities to support engagement with the new material. cMOOCs are more focused on developing and learning from and with a network of interested people. They are about sharing of resources and discussion. For more detail on the different types of MOOCs, see the first few paragraphs of the #etmooc Orientation Week Activity post from January 12. I completed my introductory task, a short video, which I embedded into the blog I will be using for the course and this morning got up at sparrow’s to join the introductory webinar. Most of it was about the structure and topics to be covered, with lots of crowdsourcing around different thoughts about what each topic means.

Much has been written recently about the high dropout rate from xMOOCs. I particularly liked this blog post which correlates the degree of student investment with the dropout statistics. I’ve contributed by not completing the Gamification course I enrolled in through Coursera. The course was interesting but my work got a lot busier than I expected during the time and with family illnesses compounding the load I decided I couldn’t complete it. If I had paid or it was part of a degree I’m sure I would have found a way, which is probably why the article above resonated so strongly with me. With a cMOOC there’s no collection of such numbers as participation is entirely up to the individual. I hope to complete most or all of the tasks of #etmooc but my major aims are to connect with others,  build up my personal learning network (PLN) which has slowly grown over the last 2 years and learn more about using Web 2.0 in teaching and encouraging colleagues to use the tools for professional development. Time will again be challenging, particularly as I’ll be away for 3 of the 8 weeks, but at the moment I feel like the biggest challenge will be the sheer size of the event and the number of conversations going on different platforms. It will be like the Twitter fishing –dipping in when you have the opportunity and see what happens to be floating by at the time.

Anyone else fancy a spot of fishing?

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Shhh!

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‘The secret to life is to put yourself in the right lighting. For some it’s a Broadway spotlight, for others a lamplit desk. Use you natural powers – of persistence, concentration, insight and sensitivity – to do work you love and work that matters.’

‘Quiet. The Power of Introverts in a World That Can’t Stop Talking’ by Susan Cain landed  on my reading list through a chance combination of seeing Susan’s TED talk  and a discussion in the back row of a lecture (some things never change!) A highly extroverted vet and I (a relative introvert) were speculating about the relationship of the dearth of vets in public life and the high percentage of introverts in the veterinary world.  In this article Kathleen L. Ruby, head of the counselling and wellness department of Washington State University College of Veterinary Medicine, estimates that 60-70 percent of veterinarians are introverts based on the Myers-Briggs Type Indicator, making this book relevant to the majority of vets and all veterinary educators.

After loosely describing the difference between introverts and extroverts – introverts prefer a quiet glass of wine with a close friend to a big party and reading to meeting new people – Cain examines how extroversion is seemingly highly valued in our society and introversion seen as ‘a second-class personality trait, somewhere between a disappointment and a pathology’ (p. 4).  (Naturally no-one is either completely introverted or extroverted as we all have some aspects of both). She notes that the ideas of introverts are often overlooked in a group of extroverts due to the dominance of the latter, a factor to keep in mind while working in a clinical team or with a group of students. An interesting aspect for me was that the opportunities provided by social media can be beneficial for introverts by providing them with channels to express their ideas in environments where they are more comfortable; for example being able to tweet questions during lectures. I’m in this group – I try out some ideas through this blog and on discussion boards which I would be reluctant to discuss face-to-face.

Contrarily, there are times where I have surprised myself by being outgoing and enjoying networking rather than finding it a chore and a challenge. Professor Brian Little, a former lecturer in psychology at Harvard, explains this through his Free Trait Theory, which posits that we all have particular traits, such as introversion, but are capable of acting out of character for work we consider important, people we love or anything we value highly. (p. 209) I suspect this applies to many vets and educators who are passionate about their jobs and value their professional interactions so much that they enjoy situations which socially they may find difficult.

There are many fascinating ideas in this meticulously researched and beautifully expressed book. As a complete bonus I found a section which described one of my children very accurately, and has helped me to understand how to be a better parent. Anyone who has any contact with people, which is all of us, will benefit from reading it.

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Linchpin

 

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‘A linchpin is an unassuming piece of hardware, something you can buy for sixty-nine cents at the local hardware store. It’s not glamorous, but it’s essential. It holds the wheel onto the wagon…Every successful organisation has at least one linchpin…’

Linchpin‘ is by well-known entrepreneur and change advocate Seth Godin. In it, he gives advice about how to make yourself indispensable in your workplace and transform your career. There is no way I can remotely do justice to all the ideas in this thought-provoking tome so I have picked just a few ideas.

The premise of the book is somewhat similar to that of Dan Pink’s ‘A Whole New Mind‘, an earlier book in my reading series, in that Godin discusses in the opening chapter how the world of work has changed and that to excel in a career or even retain a job we need to stop following the rules to the letter and think differently. In both the veterinary and education spheres I’m involved in it’s definitely true, given the increased numbers of veterinary graduates competing for jobs and clinics competing for clients, and the easy access to educational materials through MOOCs and other open educational resources. We need linchpins – ‘people with a genius for finding a new answer, a new connection or a new way of getting things done.’ (p. 8) Godin then adds ‘That would be you’.

According to Godin, linchpins are not those born with exceptional talent, but instead those who have ‘decided that a new kind if work is important and trained themselves to do it. (p. 28) ‘ All jobs, regardless of their nature, are a platform for demonstrating that you are indispensable. To apply some of Godin’s words to my twin interests, ‘every interaction you have with a … customer (in a veterinary practice) is an opportunity to practice the art of interaction’ which requires emotional labour. In an educational setting, ‘Every product you make represents an opportunity to design something that has never been designed (ie a learning experience), to create an interaction unlike any other.’ When we all inevitably think “but my work is all routine boring stuff”, Godin’s reply is that ‘the challenge is to replace those tasks with rule-breaking activities instead’ by finding your own path rather than the one you are directed onto. He does later give the caveat that you shouldn’t set out to do something way outside the box because you’ll never achieve it. Rather you should (and I absolutely love this concept) ‘think along the edges of the box because that’s where…you can make an impact’, as the audience and means of production are available.

One idea that really surprised me it is Godin sees gifts as an important part of being a linchpin. A gift may be going beyond the call of duty to organise for a patient to have an appointment with an appropriate referral veterinarian.  The recipient, in this case the owner, understands that there is no ulterior motive and the act creates a bond between the clinic staff and the owner, which may persist well beyond the current moment of need. This is the act of a linchpin.

A long chapter is devoted to the concept of ‘the resistance’ – the reason why many of us shy away from taking the risk of being noticed or possibly criticised. We’ve all experienced that moment of knowing we should do something but been too afraid to follow through. I’m ashamed when I think of some of the situations when fear stopped me acting in the way I should have. Godin refers to it as the ‘lizard brain’, a relatively primitive part of the human brain which controls some deeply instinctual feelings and behaviours such as fear and revenge. He has many examples of when the resistance stops you from doing something and how you might manage it. One of them is to set yourself tight deadlines and stick to them, regardless of whether the work is as perfect as you would like. While you are sprinting to get the work done, you won’t have time to feel the fear.

My takeaways from the book are that I can become a linchpin if  I choose to, that it will take courage to overcome the fear of doing things differently (this is the part I will find the hardest) and that I will have to exert emotional labour to go the extra mile and become indispensable. I’m going to choose that path and see where it takes me. What about you? Or are you already a linchpin?

 

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A new veterinary school for the UK

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This post has been prompted by the recent announcement that the University of Surrey plans to open the eighth veterinary school in the UK in 2014. After 50 years of having six veterinary schools in the UK this is the second addition within 10 years, following the University of Nottingham in 2006. From

the outset, the University of Surrey plans to concentrate on areas in which there are demonstrated shortages of vets, such as in livestock medicine, and also on ‘One Health-One Medicine’, a global collaboration between veterinary, medical and environmental sciences focussing on zoonotic diseases. The school will also have a very strong research program.

I was particularly interested in this because issues of both increasing numbers of graduates and shortages of rural vets were raised at the Australian Veterinary Association (AVA) conference earlier this year. The BVA clearly has concerns about the former issue. Given the relatively long time taken to complete a veterinary degree and the high level of debt incurred, it must also be of concern that quality students may be deterred from entering veterinary science, to the detriment of the profession. Two of the three new Australian schools, Charles Sturt University and James Cook University, are outside the major cities and have, particularly in the case of CSU, a focus on training vets who will hopefully work in rural areas over the long term. It seems that the UK has taken a somewhat similar path in focusing on areas of need, which is obviously sensible.

Another aspect of the announcement that caught my attention was the mention of leadership. Professor Lisa Roberts comments, “As a research-intensive University we have the expertise, reputation, technical and business skills which our students can benefit from, allowing us to train the veterinary leaders of the future”. In Australia the lack of visibility of the veterinary profession in leadership in public life generally and even in regard to issues in which it should have a central voice, such as live animal shipments, was raised as a significant issue at the AVA conference. I’m unsure whether this is also the situation in other countries but would not be surprised if it is. Kathleen L. Ruby from Washington State University claims that 70% to 80% percent of veterinarians are introverts. Is this perhaps part of why veterinarians as a group seem to be somewhat reluctant to take on leadership positions? If so, will a focus on that aspect at the University of Surrey be able to increase the leadership capacity of its graduates? It will be very interesting to watch where the graduates end up and whether a different focus during their training leads to a greater percentage of veterinarians who pursue careers outside the ‘traditional’ sphere of practice.

What do you think about a new school? I would very much like to hear some opinions.

 

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Finding your Element

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Image: Ian Britton

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After an enforced hiatus from reading and blogging caused by some deadlines (I always laugh the Douglas Adams’ quote, ‘I love deadlines. I like the whooshing sound they make as they fly by’. Sadly my conscious doesn’t like the sound so much), I have been reading Sir Ken Robinson’s bookThe Element; How finding your passion changes everything.’ Robinson is an internationally-renowned expert in the field of creativity and innovation in business and education and an inspiring orator. His TED (technology, entertainment and design) talks from 2006 and 2010 have been seen by millions.

Robinson believes that everyone has their Element (his capitalisation), which he describes as ‘the meeting point between natural aptitude and personal passion.’ He believes that ‘finding your Element is essential to your well-being and ultimate success.’ The Element can be almost any activity from public speaking to dancing to playing billiards to solving mathematical problems, with the diversity of fields related to the multiplicity of human intelligence. He believes that investigating a person’s intelligence revolves around the question ‘How are you intelligent?’ rather than ‘How intelligent are you?’

Throughout the book are examples of people who have found their Element, a discovery which has led them to self-fulfilment and success (in all its various forms – not just financial or academic).  Robinson believes that to find your Element, you need attitude (ie to want something) and the right opportunities.

One of the aims of the book is to try to illustrate the diverse ways in which people can find their Element. These can include finding like-minded people who share and develop your passion; these may be fellow students in a course, co-workers, musicians – anyone with whom you connect. Mentors can also be pivotal in identifying talent and passion and providing guidance. This is a particularly strong theme for Robinson, having been recognised as having aptitude by a visiting inspector while attending a special school where academic achievement was not high (he’d had polio- there was nothing at all wrong with his mind). This encounter resulted in Robinson moving to another school, passing an exam no-one thought he could ever attempt and, as a consequence, getting a place in an excellent school from which he entered university. He defines the four roles of a mentor as recognition of talent, encouragement, facilitating (experiences, contacts etc) and stretching the mentee by expanding their limits.

The discussion of mentors made me think again about the role of educators, be they of veterinarians, doctors, corporate workers, children or any other group. When we identify students or even co-workers with a particular aptitude or passion, could we do more to help guide them? I suspect in some cases the answer is yes.

A particularly thought-provoking section for me was about the association between intelligence and creativity and how it is possible to become more creative in your work. I was also fascinated by the concept of creativity being a concrete version of imagination. Robinson writes that creativity ‘involves putting your imagination to work to make something new, to come up with new solutions to problems, even to think of new problems or questions.’ This book will appeal to anyone searching for their Element (which includes me – I’m got some clues but haven’t actually got there yet), those interested in creativity and thinking in different ways and those aspiring to become better teachers or mentors.

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