Postgraduate Course: Student-Led, Individually-Created Course for Veterinary Clinical Practice (VESC11125)
Course Outline
| School | Royal (Dick) School of Veterinary Studies |
College | College of Medicine and Veterinary Medicine |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
| Course type | Student-Led Individually Created Course |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | This course forms part of the Student-Led Individually Created Course (SLICC) university-wide framework for self-designed experiential learning, where students reflect throughout their chosen experience, by the development of an e-portfolio to provide evidence of their learning. As a participating student, undertaking a SLICC will enable you to create a learning experience which is unique to you, while demonstrating your learning and academic achievement against defined learning outcomes.
This course will require you to demonstrate the development of your clinical skills and understanding in terms of critical analysis, application, reflection, recognising and developing your skills and mindsets, and evaluation within a defined context of your learning experience. This course will also enable you to demonstrate your ability to exercise autonomy and initiative at a professional level in practice in an approved subject area. Note that the project must be approved by the programme team before you can start.
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| Course description |
A SLICC requires you to propose, develop and manage a unique learning experience that will enable you to evidence how you have achieved the learning outcomes of the course.
Your self-designed learning experience is required to adhere to a defined structure that supports and enables you to self-direct and manage your own learning experience. Within this structure however, you have limitless possibilities regarding the topic or theme, content of study and nature of your experience, provided your proposal is academically feasible and is approved by the programme team.
A SLICC, for example, may be based upon a particular learning opportunity such as a residency, clinical placement, pro-bono activity, or approved continuing professional development course and may also focus on a theme of personal and /or professional interest such as sustainability, social responsibility, equality and cultural diversity, or a disciplinary or interdisciplinary-based research theme.
The steps in undertaking a SLICC are as follows:
1) Identify a suitable opportunity within which to undertake your learning experience
2) Write your draft proposal and submit to the programme team for approval
3) Self-direct and manage your own learning experience
4) Actively and regularly reflect upon and document your experience with evidence and use that as a basis for writing your self-critical ¿Interim Reflective Report¿, then your ¿Final Reflective Report¿
5) Formatively self-assess and submit your ¿Final Reflective Report¿ for summative assessment by your tutor.
The steps identified above each require a significant amount of thought and input and will ultimately form part of a 'time-based' e-portfolio of evidence which will be used in the assessment of your SLICC.
Undertaking a SLICC you will not only develop the content of your learning experience but also produce an agreed portfolio of outputs where you must evidence what you have learned and, importantly, where you demonstrate how you met the learning outcomes for the course.
You will be required to attend an online designated SLICC induction session ¿Understanding your SLICC and getting it started¿, prior to submitting your proposal for review and approval.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
| Not being delivered |
Learning Outcomes
On completion of this course, the student will be able to:
- (analysis) I am able to demonstrate how I have actively developed my critical understanding of the complexities, challenges and wider implications of the specialised context of my SLICC
- (application) recognising the complexity and/or uncertainty of the setting of my SLICC, I am able to draw on and apply a range of relevant skills and attributes (academic, professional and/or personal) in order to engage effectively and critically with my SLICC, identify where I need to improve these and/or develop new ones.
- (recognising and developing skills) I am able to demonstrate how I have used experiences during my SLICC to critically develop my specialised skills in the focussed area of¿ [Student selects one of the four skills groups contained in the University¿s Graduate Attributes Framework: http://www.ed.ac.uk/employability/graduate-attributes. Student may need to add specific skill of focus, for example ¿¿in the focussed area of personal effectiveness, in particular teamwork.¿ This is supported by their SLICC tutor]
- (recognising and developing mindsets) recognising the complexity and/or uncertainty of the context of my SLICC, I am able to demonstrate how I have used experiences during my SLICC to develop my mindset towards¿ [Student selects one of the three mindsets contained in the University¿s Graduate Attributes Framework: http://www.ed.ac.uk/employability/graduate-attributes - making this choice is supported by their SLICC tutor]
- (evaluation) recognising the complexity and/or uncertainty of the setting of my SLICC, I am able to evaluate and critically reflect upon my approach, my learning, my development and my judgement throughout my SLICC.
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Additional Information
| Graduate Attributes and Skills |
Undertaking a SLICC will enable each student to develop their abilities in self-critical reflection, organisation and time-management, self-assessment, evaluation of standards and competencies achieved, application of prior learning in a defined context, and provide opportunities to further develop analytical and presentation skills. The SLICC learning outcomes are derived from and embedded in the institutional ¿Graduate Attributes¿. The learning outcomes are flexible to provide students with autonomy. With guidance from your assigned academic tutor, this flexibility of choice enables you, in the context of your own chosen experience, to focus on your own particular ¿skills¿ and ¿mindset¿. You can select the specific attributes that you consider are the most important to reflect upon, looking into your current and future professional and personal aims and career aspirations.
Knowledge and skills will include:
A. Research and Enquiry
Graduates of the University will be able to create new knowledge and opportunities for learning through the process of research and enquiry. This may be understood in terms of the following:
¿ be able to identify, define and analyse problems and identify or create processes to solve them
¿ be able to exercise critical judgment in creating new understanding
¿ be ready to ask key questions and exercise rational enquiry
¿ be able to critically assess existing understanding and the limitations of their own knowledge and recognise the need to regularly challenge all knowledge
¿ search for, evaluate and use information to develop their knowledge and understanding
¿ have an informed respect for the principles, methods, standards, values and boundaries of their discipline(s) and the capacity to question these
¿ understand economic, legal, ethical, social, cultural and environmental issues in the use of information
B. Personal and Intellectual Autonomy
Graduates of the University will be able to work independently and sustainably, in a way that is informed by openness, curiosity and a desire to meet new challenges. This may be understood in terms of the following:
¿ be independent learners who take responsibility for their own learning, and are committed to continuous reflection, self-evaluation and self-improvement
¿ be able to make decisions on the basis of rigorous and independent thought, taking into account ethical and professional issues
¿ be able to use collaboration and debate effectively to test, modify and strengthen their own views
¿ be intellectually curious and able to sustain intellectual interest
¿ be able to respond effectively to unfamiliar problems in unfamiliar contexts
C. Communication
Graduates of the University will recognise and value communication as the tool for negotiating and creating new understanding, collaborating with others, and furthering their own learning. This may be understood in terms of the following:
¿ make effective use of oral, written and visual means to critique, negotiate, create and communicate understanding
¿ use communication as a tool for collaborating and relating to others
¿ further their own learning through effective use of the full range of communication approaches
¿ seek and value open feedback to inform genuine self-awareness
¿ recognise the benefits of communicating with those beyond their immediate environments
¿ use effective communication to articulate their skills as identified through self-reflection
D. Personal Effectiveness
Graduates of the University will be able to effect change and be responsive to the situations and environments in which they operate. This may be understood in terms of the following:
¿ appreciate and use talents constructively, demonstrating self-discipline, motivation, adaptability, persistence and professionalism
¿ be able to manage risk while initiating and managing change
¿ be able to flexibly transfer their knowledge, learning, skills and abilities from one context to another
¿ understand social, cultural, global and environmental responsibilities and issues
¿ be able to work effectively with others, capitalising on their different thinking, experience and skills
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| Keywords | SLICC,experiential,student-led,autonomy |
Contacts
| Course organiser | Prof Brendan Corcoran
Tel: (0131 6)50 6070
Email: Brendan.Corcoran@ed.ac.uk |
Course secretary | Ms Linda Pollock
Tel: (0131) 650 6149
Email: Linda.Pollock@ed.ac.uk |
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