The Faculty Development Needs and Teaching Motivations, Enjoyment, and Challenges of Veterinary Preceptors: A Mixed Methods Study

Date
2016-01-14
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Abstract
Objective: To determine the faculty development needs and teaching motivations, enjoyment, and challenges of veterinary preceptors in Alberta, Canada. Methods: A mixed methods approach was used; data was collected from preceptors via a questionnaire completed by 101 veterinarians and 17 telephone interviews. Quantitative data were analyzed via t-tests and one way analysis of variance. Qualitative data underwent thematic content analysis. Results: Preceptors’ learning needs included balancing clinical workload with teaching, assessing student performance, and engaging and motivating students. Preceptors are motivated by a sense of obligation to the profession and desire to maintain competence. While preceptors enjoy observing learners’ professional development, time management challenges and disinterested learners detract from their satisfaction of teaching. Conclusions: A mixed methods design identified and elaborated on learning needs of veterinary medicine preceptors as well as their motivations, enjoyment and challenges. These data can be used to inform faculty development programming and support veterinary preceptors.
Description
Keywords
Education--Teacher Training, Veterinary Science
Citation
Hashizume, C. (2016). The Faculty Development Needs and Teaching Motivations, Enjoyment, and Challenges of Veterinary Preceptors: A Mixed Methods Study (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/28150