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2023 VETS Pre-Conference Workshops

Veterinary Educator Teaching and Scholarship (VETS)

The VETS program focuses on strategies for strengthening instruction that occurs in both  lecture-based and clinical-based settings. The goal of the program is to support faculty who want to do more than just “stand and deliver” information. The emphasis, however, is not on replacing the lecture with a completely different approach to teaching (e.g., Problem-Based Learning, Team-Based Learning, Flipped Classroom, etc.), but on strategies for increasing interaction and active learning in existing teaching structures. In short, the program will equip participants with strategies for modifying existing lectures and assessments so as to increase their impact on student learning and engagement. Topics will include facilitating interactive learning experiences, writing meaningful learning objectives, constructing and deconstructing exams, and purposefully aligning objectives, instruction, and assessments. VETS facilitators from multiple veterinary schools will model active-learning strategies and will allow time for participants to reflect with other participants about ways to implement the ideas from the program.

Detailed Agenda

To learn more about the facilitators, click here.
Please note that breaks will be included during the longer sessions, but do not appear on the agenda below

Sunday, July 16, 2023 – Enhancing Clinical Teaching: Focus on Wellness, Active Learning, and Feedback

Goal: To refine educators’ clinical teaching practices through understanding the importance of personal and professional well-being, implementing effective active learning strategies, and providing constructive feedback.

8:00 – 8:30 AM PST
Welcome, overview of the agenda, personal introductions, and expectations.
8:30 – 9:30 AM PST
Kristy Dowers

Session 1: Personal and Professional Well-beings
Learning Outcomes

  • Recall and understand the importance of personal and professional well-being (Remembering, Understanding).
  • Identify and list resources to enhance personal and professional well-being (Remembering, Understanding).
  • Analyze the effect of personal and professional well-being on one’s own clinical practice and teaching (Analyzing).
  • Formulate strategies to mitigate the effects of bias on effective education and patient care (Creating).

Learning Objectives

  • Define personal and professional well-being within the context of clinical education by the end of the session.
  • List at least three resources to support personal and professional well-being by the end of the session.
  • Discuss one instance of how personal and professional well-being impacts one’s teaching during group discussions.
  • Formulate at least one strategy to lessen the effects of bias on education and patient care by the end of the session.
  • Reflect on how personal and professional well-being influences their own clinical teaching practice by the end of the session.
9:30 – 10:00 AM PST
Session #1 Debrief
Discuss key points, answer questions, and share personal experiences related to well-being and bias mitigation.
10:00 – 10:30 AM PST
10:30 – 12:00 PM PST
Sarah Guess, Kristy Dowers, Tandi Ngwenyama

Session 2: Fostering an Effective Learning Environment and Active Learning Strategies

Learning Outcomes:

  • Apply best practices in fostering an effective learning environment (Applying).
  • Participate and engage effectively in interprofessional learning environments (Applying).
  • Create and implement active learning strategies such as the “One Minute Preceptor” model (Creating, Applying).
12:00 – 12:30 PM PST
Session #2 Debriefing
12:30 – 1:30 PM PST


1:30 – 3:00 PM PST
Tandi Ngwenyama

Session #3: Feedback


3:00 – 3:30 PM PST
3:30 – 4:00 PM PST
Session #3 Debriefing
4:30 – 5:30 PM PST

Social Event

Monday, July 17, 2023 – Team-Based Learning (TBL)

CVM faculty and instructional designers experienced in TBL including: Zach Boeder, M.Ed. Instructional Designer; Sharon Dial, DVM, PhD, DACVP, Research Scientist; Nellie Goetz, DVM, MPH, Associate Professor of Practice; Christopher Hauser, M.Ed. Assistant Director, Instructional Design; Brisa Hsieh, DVM, DACVIM Assistant Professor of Practice; Daniel Johnson, M.A. Instructional Designer; Victoria Olsen-Mikitowicz, DVM, Assistant Professor of Practice; Patricia Pelzel, MA, Instructional Designer; Sallianne Schlacks, DVM, DACVIM Assistant Professor of Practice; & Lisa Viesselmann, DVM, MS, DACVP Assistant Professor of Practice.

8:00 – 10:00 AM PST
The Problems with Hot Chili Peppers–Experience a light-hearted TBL Exercise from the standpoint of a student.
10:00-10:15 AM PST


10:15-11:30 AM PST
Wellness Break
10:00 – 12:00 PM PST

Starting with the End in Mind—Designing your application exercises using the process of Backward Design – Find your “do’s”

11:30-12:30 PM PST
Lunch Break
12:30-1:30 PM PST
  • The 4S’s of TBL
  • Dissecting the Chili Pepper Application Exercise
  • Application Exercises from the Voices of Experience
1:30 – 2:15 PM PST
  • Turning your “do’s” into an Application Exercises
  • Scaffold your Application Exercises
2:15 – 2:30 PM PST
2:30 – 4:30 PM PST
Application Exercise First Aid- Optimize your TBL Application Exercises in Teams with the help of experts.