The Complex Role of Veterinary Clinical Teachers: How Is Their Role Perceived and What Is Expected of Them?

Abstract

The purpose of this study was to identify personal attributes in veterinary clinical teachers that are valued most by members of their work environment (fellow faculty, clinical training scholars [CTS; residents], undergraduate students, and referring veterinary surgeons) and to determine whether the opinions of these subgroups differed. Faculty (n=50), CTS (n=35), students (n=200), and referring veterinary surgeons (n=25) were presented with a list of 15 potentially desirable attributes. Respondents were asked to rank the three most important and the three least important attributes of effective clinical teachers. Respondents were also asked to select in which of the three main activities (clinical service, teaching, or research) in which clinical teachers currently invest the most and the least effort and in which they should invest the most and the least effort. All respondent groups agreed that “competence–knowledge” was among the most desirable attributes. Faculty, undergraduate students, and referring veterinary surgeons additionally included “enthusiasm” in the top three, whereas CTS regarded “respects independence” as more important. All respondent groups consistently chose “scholarly activity” as one of the three least important characteristics. A similar number of faculty members (38%) expressed that the greatest effort should be invested in clinical service or teaching, and the greatest proportions of CTS (44%) and students (56%) felt that most emphasis should be put on teaching alone. The differences in opinion between respondent groups regarding importance of attributes and emphasis of activity indicate that what is perceived as effective performance of clinical teachers differs depending on the role of those who engage with them.