about me
my proclivity for the care of animals has led me to my current role as a registered veterinary nurse in a busy small animal practice in the south-east of england.
I graduated with a first class honors degree from the university of middlesex in 2022 in veterinary Nursing- a beginning to FULFILLMENT of my goal of working towards a brighter future FoR All of the animals entrusted to me. i felt this was only the beginning, as a true passion of mine has always been the welfare of horses, having worked on yards since the age of 13. this is a duty i could not fulfill whilst in the small animal veterinary sector, so i set out down the path of veterinary physiotherapy, to INCORPORATE all animals into my practices.
at home, i have two beautiful feline companions, and aim to work with cats just as fully as other species.
meet whiskers: my GORGEOUS golden oldie- she came to me in 2007, just one year after immigrating to england from zimbabwe with my family. she has been with me through my childhood, adolescence and is still here in my early adulthood. in 2021, she ruptured all of the ligaments concerning stability in her KNEE AND BENEFITED from the top class surgical care from the team i work with, whilst i aided her recovery at home. already interested in physiotherapy, this gave me a certain push that this is the career i ought to PURSUE.
she is doing fantastically well at home, and is still fighting fit at almost 16. her favourite things to do include basking in the sun and shouting.
meet nyla: born in 2016, nyla was gifted to me by my parents following the loss of whiskers' sister. she is a cheeky, fun loving little lady who has so far provided excellent for my attempts at muscular palpation practice (whiskers is better for bony landmarks ;)) nyla enjoys sleeping, eating and chasing bees. she brings such light to my life and instantly enamors everyone who meets her.
i have created a proposed 'brand' instagram page where i am sharing educational posts, university updates and general social content in hopes of promoting my future self effectively if i am to become self employed. an example advertisement poster is shown below, including my brand colours and main model 'murphy'. i have created two different logos as seen in the poster and front page of this e-portfolio.
instagram: @amandasphysiotherpy
my goals
main strengths
Veterinary physiotherapy (VP) is a science based yet holistic profession, not unlike my current role as a registered veterinary nurse (RVN) [1]. Physiotherapy takes place alongside veterinary care, and some techniques learned in my previous training are repeatable within this adjacent profession.
As provided by Prospects [2], qualities needed in order to become a successful VP include a genuine concern for the wellbeing of animals. This is an area I am well versed in given my background as an RVN, having already declared it my constant endeavour to ‘ensure the health and welfare of animals committed to my care’ [3]. Similarly, further skills listed that are integral to work as a VP as well as an RVN include strong communication and interpersonal skills, as well as patience, sensitivity, and tact. These are qualities that are ever evolving and developing whilst working and learning to become a better version of myself and providing better care for animal and client alike. Medical professionalism is necessary to uphold clients trust in the practitioner and method of treatment [4]. It is a vital skill for nurses and therapists.
Academically, RVN’s must have an understanding of anatomy and physiology. This is an area I always enjoyed whilst studying and feel comfortable with. As a VP, this is refined and developed to include advanced functional anatomy, providing essential depth of knowledge required for VP’s.
As an RVN, I am trained in the confident handling and restraint of most species [5] This is a skill transferrable to that of a VP, as both professions require the calm handling of a variety of animals. They are both physically challenging jobs- a physicality that I am already adapted to working in, which will ensure my fitness levels are not a drawback whilst working as a physiotherapist.
short term goals
The short-term goals I am setting involve my success in completing my MSc, and associated assignments and exams during the course.
I prefer to think of a goal not as an achievement to be reached, but rather as a determinator for the way in which I will conduct my daily life, and a set-up of direction. James Clear speaks of ‘systems’ as the process of creating small habits which lead to results and ultimately achieve a ‘goal’, in his book ‘Atomic Habits’.
Relating this to my short-term goal of successful completion of my MSc, the systems I will need to put in place are how many hours per week I set aside for assignment writing and exam work, as well as personal study to broaden my knowledge in my own time. I will also need to look at my method for receiving feedback from tutors on formative work and learn how to input this effectively into my final drafts. The aim is for the grade I ultimately achieve to follow naturally as a consequence of inputting a solid and carefully designed system into my daily life and making small improvements to achieve the desired outcome [6] Specifics to follow.
A self-set goal boots incentive for completion [7]. By setting myself goals and inputting and then focussing systems to achieve those goals, I am more likely to reach success. By setting achievable goals, one is more likely to find motivation to complete- especially is this is done alongside a realistic formulated plan [8].
long term goals
Just as with my short- term goals, my long-term goals exist only to set direction for the systems I am to put in place in my daily life. ‘It is your commitment to the process that will determine your progress’ [9].
Ultimately, the goal is to own my own successful business treating both canines and equines. I am unsure as of yet the specifics of the career I would like to pursue, whether this be working with professional athletes for maintenance, injury rehabilitation and fitness purposes, or whether I would prefer to work in military and police canine and equine rehabilitation. These are both areas that interest me more so than owner-pet relations, however this too is an avenue I will not rule out yet.
The full details of my future professional responsibilities are not relevant to the systems I will need to put in place in order to achieve success, so long as I have to broad goal of running a successful business to use as a template. Generally, the things I can begin doing include developing my business knowledge, deciding on, and beginning to build a ‘brand’, as well as expanding my knowledge in as many areas of physiotherapy as possible in my free time so I can be the best version of myself in years to come. Specifics to follow.
actions planned to meet said goals
Short term:
Specifically, I am aiming to make daily revision a habit. This is to take the place of the menial task of scrolling through social media. I find I waste precious hours of my day doing this, whereas if I were to focus this time on my MSc, my productivity would increase exponentially. I have already downloaded an app which tracks time spent on social media and will lock me out of certain apps once the predetermined time set has been reached. The system that I am setting will decrease the time allowed on certain apps progressively, so as to make it achievable. The aim is to get 1% better at this each day- this will mean that by this time next year I am 37x better than I am today [10]. The results of my determination in this area will be measured and evaluated in my eventual results for assignments and degree classification. This is the reward for following a system!
Long term:
Following on from my short-term goals, I am going to set time out in my daily revision for expansion of my business knowledge- this will include research into insurance, marketing, management/diary software’s, website design and financial organisation. I aim to keep a portfolio of all the research I accumulate over the next few years, and utilise material provided by Writtle University College to best inform my business practices. Once I develop a basic understanding, I will ensure I meet with business advisors sourced through the university to answer any questions I feel need addressing along my journey.
I also aim to utilise this time to do extra reading on physiotherapeutic topics in order to become a well-educated therapist. I will set time aside for completion of extra courses during summer breaks such as the canine hydrotherapy course offered by Writtle to enhance my knowledge base.
In the research I have already conducted, I have found that starting a social media account and creating a brand early on is beneficial in developing a strong following. Many practitioners began social media accounts on Instagram and Facebook documenting their journey as students. I have already begun this in order to get my brand noticed and ultimately achieve the goal of having a well-established client base, whether that be pet owners, professional athletes, or para-industry professionals.
The progress I make in the years to come is all measurable via my increase in knowledge and eventual expansion of business. The systems put in place are small, achievable, daily changes that will result in eventual success. If being 1% better every day means a 37x self-improvement in one year, the prospects of what can be achieved in 5-10 years’ time if these systems are adhered to from today is exponential [10]!
help needed in order to achieve my goals
Whilst the systems I am trying to input are achievable, small tasks, there are certain aspects that will require assistance from others. This includes business help from the advisors at university, as well as help and advice from other professionals regarding my educational knowledge.
I plan on utilising the help and expertise from the lecturers in my second year of my MSc (who are current practitioners) and going to them with industry related questions as they arise through my daily research.
assessment of achievement
Assessment of whether I have achieved my short-term goal during will be achieved via assignment and examination feedback as I progress through the course, as well as the overall classification of my MSc.
The evidence to identify if I have met my long-term goals of starting my own business will be based on my clientele and clinical capabilities. The volume of clients seen, and their retention rate will be evidence to evaluate if clients are using the services I provide and if those that have used the service had a positive experience and would like to return. The aim to provide excellent patient care will be evidenced in this way if clients are seen returning time after time.
goal plan mindmap
instagram@ @amandasphysiotherapy
references
[1] NAVP. What is Animal Physiotherapy. <https://www.navp.co.uk/physiotheray-for-animals.html>; 2023 [Accessed 23.03.2023]
[2] Prospects. Animal Physiotherapist. <https://www.prospects.ac.uk/job-profiles/animal-physiotherapist>; 2023 [Accessed 23.03.2023]
[3] RCVS. Code of professional conduct for veterinary nurses- declaration on professional registration, <https://www.rcvs.org.uk/setting-standards/advice-and-guidance/code-of-professional-conduct-for-veterinary-nurses/>; 2023 [Accessed 23.03.2023]
[4] Macpherson C. Teaching Professionalism in Science Courses: Anatomy to Zoology. Kaohsiung Journal of Medical Sciences 2012;28(2):8-12
[5] Prospects. Veterinary Nurse. <https://www.prospects.ac.uk/jon/profiles/veterinary-nurse>; 2023 [Accessed 23.03.2023]
[6] Clear J. The surprising power of atomic habits. 1st ed. London: Cornerstone Press; 2018. p. 25
[7] Goerg SJ, Kube S. Goals (Th)at Work – Goals, Monetary Incentives, and Workers’ Performance, <http://www.ssrn.com/abstract=2159663>;2012 [Accessed 25.09.2022]
[8] Gómez-Miñambres J. Motivation through goal setting. J Econ Psychol 2012;33(6):1223–39
[9] Clear J. The surprising power of atomic habits. London: Cornerstone Press; 2018. p. 27
[10] Clear J. The surprising power of atomic habits. London: Cornerstone Press; 2018. p. 16
reflective practice
As part of the final piece of work for the academic and professional skills module, we were tasked to create a reflective portfolio, detailing logs on different aspects of our educational journey thus far. We were encouraged to use a reflective model to give structure, and enable us to effectively learn from our experiences, as well as to develop our critical analysis skills [1]. In this portfolio, I have chosen to detail 10 experiences, ranging from the reflective process itself (see below) to my academic/examination achievements this year. The reflective model I feel I am able to use most effectively is Gibbs’ reflective model. This
model details a process of description of event, feelings
felt during the event, evaluation of the experience,
analysis of the situation, conclusion about what has been
learned, and finally an action plan for future use [2].
The use of a web-based portfolio for professional
development and reflection is described effectively in
literature [3].
I have never used a reflective model in any previous work
I have completed during school or my undergraduate
degree, so I found it difficult to hit the ground running. It
took time for me to research the available reflective
models, and decide upon one which worked for me, however
luckily, during class we had discussed the Gibbs cycle,
and following some individual research and by reading
example reflections, I really understood how this could fit
into my daily practice, as it is a method I mostly already follow in my head when considering past experiences.
Once I got the hang of using the Gibbs cycle as a template, I found it became easier to write down my reflections, I also coincidentally found that by documenting this process, I was able to make better understanding of the event, rather than just thinking about it in my head. Recording the details helped me to understand the finer details of the experience, as well as create a more actionable plan for my professional development. Reflecting is a well-researched concept allowing evaluation of the significance of events, and therefore promotes self-learning [4,5]. This can be used to enable students to cope with complex situations, and become more effective in performing tasks [6,7]. I definitely experienced this effectiveness enhancement via the use of a reflective model, as I was able to discern the task with greater ease as I gained experience and progressed through the logs.
I have learned a great deal about reflective writing through this module and feel far more comfortable with the concept than I did when it was first presented to us. Reflection is an important part of self-awareness and is something I aim to continue doing as I progress through my clinical year of my masters, and into the future once I begin practicing as a VP. By writing down my reflections, I hope to continue to evolve a deeper understanding of my tasks and enable myself to grow as a practitioner, continually allowing myself to gain knowledge from experiences and enhance my professional development capabilities.
All of the following reflections have been completed using the Gibbs’ reflective cycle as a template.
The university of Edinburgh. Gibbs’ reflective cycle.<https://www.ed.ac.uk/reflection/reflectors-toolkit/reflecting-on-experience/gibbs-reflective-cycle>; 2020 [accessed 20.05.23]
some uni fun so far
bird demonstrating propulsive, breaking and core muscles
mechanical horse use to demonstrate saddle pressures
beautiful campus scenery to allow for REFLECTIVE thoughts
references:
[1] Potter C. Leadership development: an applied comparison of Gibbs’ Reflective Cycle and Scharmer’s Theory U. Industrial and Commercial Training. 2015
[2] Gibbs G. Learning by doing: A guide to teaching and learning methods. Further education unit. Oxforf polytechnic: oxford. 1991
[3] Chretien K, Goldman E, Faselis C. The reflective writing class blog: using technology to promote reflection and professional development. Journal of general internal medicine 2008;23:2066-70
[4] Kathpalia SS, Heah C. Reflective writing: Insights into what lies beneath. Relc Journal 2008;39(3):300-17
[5] Mann K, Gordon J, MacLeod A. Reflection and reflective practice in health professions education: a systematic review. Advances in health sciences education 2009;14:595-621
[6] Williams RM, Wessel J. Reflective journal writing to obtain student feedback about their learning during the study of chronic musculoskeletal conditions. Journal of Allied Health 2004;33(1):17-23
[7] Shapiro J, Kasman D, Shafer A. Words and wards: a model of reflective writing and its uses in medical education. Journal of Medical Humanities 2006;27(4):231-44.
instagram: @amandasphysiotherapy
mock ospe & main exam reflection
I felt reasonably confident going into my objective structured practical examinations (OSPE). I generally don’t experience significant nerves in exam situations as long as I have prepared myself as much as possible.The effects of anxiety on exam performance have been highly researched, and a study by Owens et al., [2] concluded that anxiety correlates to a low working memory capacity and therefore results in variable cognitive test performance. Similarly, Cassady and Johnson [3] found that whilst a certain level of arousal is beneficial, high levels of anxiety will have an adverse effect on performance. This research demonstrates the benefits of a positive attitude going into the OSPEs. To action this, I ensured I was as well prepared as possible, and maintained a ‘can do’ attitude that I have honed over many years of positive examinations.
I had passed my equine mock exam with largely positive feedback and only minor areas to work on, however I failed my canine mock due to leaving the door open- aside from this I gained positive feedback. I was grateful in a way that I had made such a silly error in my mock exam, as I would be sure not to do this again in my real one. A study by Lattacher and Wdowiak [4] evaluated the effects of failure on personal learning and found that the effect of failure induced a phase of natural
reflection. I experienced this phase of reflection and
related this to the consequence of failing my exam,
aiming to ensure this did not happen again.
I was well prepared for the OSPE’s. I had made many
notes during the teaching sessions, and I watched all
the videos available to us beforehand, as well as
practicing the canine tasks at the veterinary practice
I work in as an RVN. I did not have a horse I could
practice with, so I made sure to make good use of the
sessions at university. The sessions on campus had a
small group of students and a lecturer per horse. This
method of teaching whereby students practice on a
‘patient’ and receive immediate feedback from
lecturers on performance has been shown in research
to improve short- and long-term retention of
information [5]. I feel this was a huge contributor to
my performance and confidence going into the
examinations. I had my equine examination first and
felt I completed this to the best of my ability. My
canine exam was next and again, I feel this was
completed as well as I could have done so. (Plus, I
remembered to close the door!).
Upon gaining my feedback and receiving a high pass
mark for both, I realise that my preparation and
attitude towards the exams was right for me and
encouraging in knowing that this is a good way for me to prepare for more OSPEs in the clinical year of my masters. A relevant concept presenting itself in research is learned resourcefulness. This refers to a range of well learned behaviours and cognitive skills that an individual has acquired throughout life in order to cope with stressful situations [6]. By understanding learned resourcefulness and utilising its concept, one can become better able at controlling negative emotions and cope better with stressful events [7]. I feel I have learned coping strategies that work well for me and will continue to inform how I go about navigating exam style situation going forward.
This has been a largely positive experience that will help me not only in examinations but also in my career as I learn and grow in confidence in my practical abilities.
References:
[1] Owens M, Stevenson J, Hadwin JA, Norgate R. When does anxiety help or hinder cognitive test performance? The role of working memory capacity. British Journal of Psychology 2014;105(1):92-101
[2] Cassady JC, Johnson RE. Cognitive test anxiety and academic performance. Contemporary educational psychology 2002;27(2):270-95
[3] Lattacher W, Wdowiak MA. Entrepreneurial learning from failure. A systematic review. International Journal of Entrepreneurial Behavior & Research 2020;26(5):1093-131
[4] Hoefer SH, Sterz J, Bender B, Stefanescu MC, Theis M, Walcher F, Sader R, Ruesseler M. Conveying practical clinical skills with the help of teaching associates—a randomised trial with focus on the long term learning retention. BMC Medical Education 2017;17:1-7
[5] McWhirter BT, Burrow-Sanchez JJ, Townsend KC. Measuring learned resourcefulness in college students: Factor structure of the Self-Control Schedule (SCS). College Student Journal 2008;42(4):1099-110
[6] Akgun S, Ciarrochi J. Learned resourcefulness moderates the relationship between academic stress and academic performance. Educational Psychology 2003;23(3):287-94
instagram: @amandasphysiotherapy
anatomy knowledge reflection
My knowledge of anatomy has greatly improved over the course of this year and will be assessed via examination whereby we are to identify musculoskeletal structures of the dog and horse on dissected cadavers. The prospect of this examination is daunting, however through dedicated revision time, I hope to be able to answer the questions appropriately. As stated by Cassady and Johnson [1], a certain level of arousal is beneficial in order to focus the mind on a task and dedicate the amount of time and effort needed to excel, however too much anxiety is detrimental. From previous experience, the more prepared I am for an examination, the less anxious I feel. Due to this, I have been studying anatomy every other day in ways I find most effective; watching dissections on YouTube and comparing this to flashcards I have made with anatomical details. This method is working well and is the best way I have found to retain information. I have also been discussing with work colleagues the function of certain muscles of interest, and have found through educating others, I am more confident in my own knowledge. The protégé effect described by Roman philosopher Seneca explains that students who teach material to others show a better understanding than those who do not [2]. This is something I resonate with and will take on board for future learning.
I had a basic understanding of anatomy due to my undergraduate degree, however the advanced knowledge in this module was significantly more in-depth than I had previously encountered. I was excited about this module due to finding it a topic of interest, and something I had excelled in during a similar module in my BSc. The power of interest on learning and engagement has been studied and reflects that interest is key in optimising motivation and increasing willingness to persevere [3,4]. This has been clear to me whilst revising for other examinations, as I have been favouring my anatomy revision over other modules.
The teaching style varied between lectures and dissection practice. I enjoyed the lectures due to the increased depth of understanding, and a better knowledge of functional anatomy that came as we were able to ask questions as a group and bounce off one another with ideas surrounding particular structures. Questioning is a powerful learning tool, as it develops the ability for students to think independently and communicate complex ideas [5]. The dissection lectures were perhaps the most vital with regards to examination preparation. We have had three dissection lectures in total where we dissected the equine spine and trunk, then limbs, then canine whole body. During the canine and equine limb sessions we were able to dissect the cadavers ourselves, whereas the equine spine was demonstrated to us by lecturers. I found being able to physically have a hand in myself was much more beneficial to my learning than observing someone else work. I have always been a kinaesthetic learner, and through the principle of leaning by doing, I am more likely to obtain memorable information than if I were to read from a textbook or watching somebody else complete the task [6,7].
I can fully understand why having an advanced knowledge of functional anatomy is essential whilst working as a VP. This module has given me the resources I need to direct my studies and learn all I can about anatomy. I have not only developed my depth of knowledge, but I have also gained valuable experience in discovering how to learn and retain such a large quantity of information in a short space of time. If I were to take this module again, I would approach it in the same way that I have done this time around, as I feel I have effectively learned what is necessary, and I am feeling confident about the upcoming examination.
assistants for palpation practice
References:
[1] Cassady JC, Johnson RE. Cognitive test anxiety and academic performance. Contemporary educational psychology 2002;27(2):270-95.
[2] Brodie W. For the love of teaching. Independent Education 2022;52(3):12-3
[3] Renninger KA, Hidi S. The power of interest for motivation and engagement. 1st ed. Routledge; 2015
[4] Kpolovie PJ, Joe AI, Okoto T. Academic achievement prediction: Role of interest in learning and attitude towards school. International Journal of Humanities Social Sciences and Education 2014;1(11):73-100
[5] Brodsky J. Forbes. Why questioning is the ultimate learning skill, <https://www.forbes.com/sites/juliabrodsky/2021/12/29/why-questioning-is-the-ultimate-learning-skill/>; 2020 [accessed 03.06.23.]
[6] Reese HW. The learning-by-doing principle. Behavioral development bulletin 2011;17(1):1
[7] Begel A, Garcia DD, Wolfman SA. Kinesthetic learning in the classroom. ACM SIGCSE Bulletin 2004;36(1):183-4
instagram: @amandasphysiotherapy
pathophysiology assignment reflection
Undertaking the pathophysiology of injury and disease module has been a very interesting topic for me. I was looking forward to beginning this due to enjoying a similar module in my Veterinary Nursing degree. Upon completion of my assignment which tasked us to write a literature review on phases of healing linked to a specific structure, I feel I have gained a well-rounded knowledge of this unit. I chose cranial cruciate ligament rupture (CCLR) as my focus in this piece of work due to the prevalence of this issue in my workplace, and personal experience when it presented in my cat, Whiskers. In research, it has been found that for a life experience to have significant impact on the learner, the event must be subjectively valued, and/or result in an expansion of skills by the individual [1]. I experienced this when Whiskers injured herself, due to the emotional toll of seeing her in such distress, and fragility of her post-operative care which I had direct involvement in.
I was hoping that by completing this assignment, I would not only understand the scientific rationale behind rehabilitation techniques at each phase of healing, but also be able to relate the phases of healing to the signs and symptoms that whiskers displayed post-surgical correction of her CCL rupture (see image for her pre and post operative x-rays for interest purposes). I definitely feel I am able to follow the steps of her recovery with scientific perception having completed this piece of work and am able to understand why different rehabilitative measures would have assisted her recovery, had I been able to instigate them at the time.
For me, one of the most challenging aspects of the assignment was sticking to the word limit. I have always struggled with concise writing, and this was a big part of the assignment aims to assess our level of writing on our first literature task as masters’ students. It is important to effectively revise the topic, as well as to create plans and draft work in order to ensure writing can be as concise and analytical as possible [2]. In their report, Blake and Bly [3] state that the fundamentals of technical writing include technical accuracy, and clear organisation. This is something I worked on as best I could, in order to master the concept and considering my past issues with this, I felt I made big improvements.
Upon gaining a pass mark for this assignment, with feedback that whilst my structure of the assignment was good (including concise writing!), the topic chosen was not appropriate due to the inability of ligaments to heal. I was very dissapointed that i had made such an obvious error, however I was pleased to have passed with this considered, and I have been able to reflect upon why this was not totally suitable. Chretien et al., [4] noted that teacher feedback prompts students to reflect on the work completed, and I agree that reading the comments on my work have allowed me to understand the topic in more depth, whilst being encouraged that it wasn’t a total disaster. If I were to do this assignment again, I would choose a structure such as bone which has the capacity to fully heal in order to encompass the aims of the task better, however I am still pleased that I spent time focusing on CCL rupture due to my now increased depth of understanding on this prevalent and close to the heart issue. I have since created an educational post for owners to better understand the condition and treatment modalities- it is available on my instagram page!
before
after
in her crate for almost 10 weeks of recovery
instagram: @amandasphysiotherapy
References:
[1] Merriam SB, Clark MC. Learning from life experience: What makes it significant?. International journal of lifelong education 1993 Apr;12(2):129-38
[2] Hotaling S. Simple rules for concise scientific writing. Limnology and Oceanography Letters 2020;5(6):379-83
[3] Blake G, Bly RW. The elements of technical writing. 1st ed. New York: Macmillan; 1993
[4] Chretien K, Goldman E, Faselis C. The reflective writing class blog: using technology to promote reflection and professional development. Journal of general internal medicine 2008;23:2066-70
journal club reflection
The influence of three working harnesses on the thoracic limb kinematics and stride length at walk in assistance dogs.
The overarching aim of a ‘journal club’ is for a group of professionals/students to critically analyse literature and bring about a discussion regarding materials and methods, as well as results [1]. We worked as a trio to critique ‘The influence of three working harnesses on thoracic limb kinematics and stride length at walk in assistance dogs’ by Knights and Williams (2021) [2]. This task encompasses several key characteristics of being a veterinary physiotherapist in terms of knowledge acquisition, communication skills to a variety of audiences, teamwork, as well as development of the ability to critically analyse [3]. This paper is pertinent to the VP community as it addresses a challenge experienced by dog owners in the modern world where there is so much choice and far less available research [4].
We had some time on campus to discuss the presentation, however most of the preparation was to be done at home, a fair distance away from my peers. This was a daunting prospect, as the next time we would speak in person was on the day we were to present. We were encouraged to view this project holistically, all focusing on each aspect of the critique, however this proved difficult when separated from one another. Instead, we chose to delegate responsibility of each section, and achieved this via creating an interactive document in which we could all access, read and annotate each other’s work as necessary. A positive finding from delegating tasks in this way was that I was able to complete my sections thoroughly and with total understanding as this was all I needed to focus on, and I found I did not procrastinate with this as much as I have known to do with larger tasks in the past. By breaking down a large task into smaller ones, momentum is gained, where an attitude of productivity and effectiveness ensues [5]. As a result of this, I managed to complete my sections with enthusiasm, and I was very happy with the end result. Conversely, I didn’t gain this deeper understanding of the other sections that were delegated to the other group members and felt I could not do much to participate with the critique of ‘their’ sections. A drawback to distance learning in the inability to communicate effectively and promote an open flow of conversation [6].
On the day of the presentation, I experienced some nerves regarding public speaking, however I have experience in this area having been head girl in 6th form, and through learned resourcefulness, I managed to control my anxieties and present to the class [7]. Overall, I gained a merit mark, with the feedback being largely positive aside from an obvious over-reliance on notes. Relying on notes can sound unnatural and indicates a lack of confidence [8]. I did find however, once we reached the Q & A portion that I was leading, that my confidence grew, and I managed to create a better rapport with the audience. This may be due to the interactive nature of this section complimenting my extroverted personality. It is also noted in literature that when working as a team, individuals become more confident with their work, and this transpires to a better delivery of content [9]. This was felt by all members of the team who agreed that by giving each other moral support, we were able to grow in confidence as the presentation progressed.
Overall, the journal club experience was beneficial, not only to practice and enhance my presentation skills, but also to see how other groups had interpreted the task and different elements of a critique. If this situation arose again, it would be pertinent to meet as a group either in person or via zoom several times to discuss each section and rehearse the presentation to ensure a coherent and confident delivery from all group members. This would also have assisted with knowledge acquisition, as well as ease some of the apprehension felt regarding delivery.
references:
[1] Mark I, Sonbol M, Abbasian C. Running a journal club in 2020: reflections and challenges. BJPsych Bull 2021;45(6):339-342
[2] Knights H, Williams J. The influence of three working harnesses on thoracic limb kinematics and stride length at walk in assistance dogs. Journal of Veterinary Behavior 2021;45:16-24
[3] Prospects. Animal Physiotherapist, <https://www.prospects.ac.uk/job-profiles/animal-physiotherapist.>; 2022 [accessed 28.05.23]
[4] Scheibehenne B, Greifeneder R, Todd PM. Can there ever be too many options? A meta-analytic review of choice overload. Journal of consumer research 2010;37(3):409-25
[5] Clear J. Procrastination: A Scientific Guide on How to Stop Procrastinating, <https://jamesclear. com/procrastination>; 2019 [accessed 28.05.23]
[6] De Villa JA, Manalo FK. Secondary teachers' preparation, challenges, and coping mechanism in the pre-implementation of distance learning in the new normal. IOER International Multidisciplinary Research Journal 2020;2(3):144-54
[7] McWhirter BT, Burrow-Sanchez JJ, Townsend KC. Measuring learned resourcefulness in college students: Factor structure of the Self-Control Schedule (SCS). College Student Journal 2008;42(4):1099-110
[8] Smith, J. 6 steps to a successful presentation, <https://www.prospects.ac.uk/applying-for-university/university-life/6-steps-to-a-successful-presentation>; [accessed 28.05.23]
[9] Fu L, Wang AZ, Danescu-Niculescu-Mizil C. Confidence boost in dyadic online teamwork: an individual-focused perspective. In Proceedings of the international aaai conference on web and social media 2020 (Vol. 14, pp. 197-208)
instagram: @amandasphysiotherapy
animal welfare reflection
"Create all the happiness you are able to create: remove all the misery you are able to remove. Every day will allow you to add something to the pleasure of others, or to diminish something of their pains." [1]
-Jeremy Bentham
Animal welfare is the overarching narrative that defines all veterinary professions, and as such, it is a key area in education. We have looked at different ethical frameworks, taken part in a quiz to assess our viewpoints, as well as learned about welfare models to aid our understanding and capacity for applying this to practice, and general ethical terminology.
The five domains model for animal welfare assessment is something I found very interesting. It details five domains which should be considered when evaluating the positive/negative impacts of human behaviour on animal welfare [2]. The most up to date version includes nutrition, physical environment, health, behavioural interactions, and mental state. This model allowed me to see clearly how an action can take effect and also be flipped to represent how our actions can positively influence. This is particularly relevant to human interactions with animals in the veterinary environment, and allowed me to acknowledge how important setting up a safe and welcoming space is to encourage compliance and welfare. It is important to me now as an RVN and will continue being important as I progress through my journey of becoming a VP, as I can clearly see how fulfilling the first 4 domains will consequentially allow fulfilment of domain 5- mental state.
"The utilitarian doctrine is, that happiness is desirable, and the only thing desirable, as an end; all other things being only desirable as means to that end" [3]
-John Stuart Mill
A differentiation between animal rights and welfare was an interesting concept for me- one I may have used interchangeably before learning the subtle differences that makes them individual [4]. Typically, I err more towards animal rights in my way of thinking as I believe that every animal has the right to life and safety- even down to bugs and ‘pests’ that I refuse to harm. I can, however, appreciate those that lean towards animal welfare, and this is a possible explanation as to why my ethical framework quiz results ended up vastly utilitarian, whereby I can understand the need for the greater good for the greatest number [5]. This can even extend to causing suffering to promote good outcomes such as putting an animal through a surgery that I cannot consent to in order to remove a tumour for example or fix a broken leg. As VPs we then further this by providing rehab in an unfamiliar environment that can cause stress to animals, but as this is for the greater good, we have to continue to act.
"He who is cruel to animals becomes hard also in his dealings with men. We can judge the heart of a man by his treatment of animals" [6]
-immanuel Kant
Pertaining to the quiz results, the other major view I resulted in was, as expected, animal rights. This view emphasises the rights that animals have to life and safety purely because they exist and have inherent value [7]. This is also a contributor towards the respect for nature view, as each species of animal holds value from the pure act of existing. There is dichotomy between animal rights and utilitarianism, but I feel this is poetic, and represents the duality of human nature. Inward reflection marks a process whereby evolution of real knowledge is a step towards solving this contradiction and therefore victory of the self [8]. This is an ongoing process through one’s life and cannot be ‘solved’ without valuable reflective practice. In terms of animal welfare, my personal views are evolving as I learn more about myself and my ethical standpoints, and whilst I am unsure if I will ever fall solely into one category, I will always strive to do what is right for each animal under my care.
"To my mind, the life of a lamb is no less precious than that of a human being. I should be unwilling to take the life of a lamb for the sake of the human body. I hold that, the more helpless a creature, the more entitled it is to the protection by man from the cruelty of man. "[9]
-mahatma gandhi
"We do not see nature with our eyes, but with our understandings and our hearts." [10]
- William Hazlett
"We kill all the caterpillars, then complain there are no butterflies." [11]
- John Marsden
[1] Hampton, L. An Introduction to Utilitarianism, <https://www.utilitarianism.net/utilitarian-thinker/jeremy-bentham>; 2023 [accessed 24.06.23]
[2] Mellor DJ, Beausoleil NJ, Littlewood KE, McLean AN, McGreevy PD, Jones B, Wilkins C. The 2020 five domains model: Including human–animal interactions in assessments of animal welfare. Animals 2020;10(10):1870
[3] Mill, J. S. Utilitarianism. 1st ed. London: Parker, son and Bourn; 1863
[4] Francione GL. Animal rights and animal welfare. Rutgers L. Rev 1995;48:397
[5] Mulgan T. Understanding utilitarianism. Routledge; 2014
[6] Crowell, S. Animal Cruelty As It Relates to Child Abuse: Shedding Light on a Hidden Problem. J. Juv. L 1999;20:38
[7] Regan T. A case for animal rights. Advances in animal welfare science 1987:179-89
[8]Dishon N, Oldmeadow JA, Critchley C, Kaufman J. The effect of trait self-awareness, self-reflection, and perceptions of choice meaningfulness on indicators of social identity within a decision-making context. Frontiers in psychology 2017:2034
[9] Gandhi M. All life is one, <https://www.mkgandhi.org/momgandhi/chap89.htm.>; 1921 [accessed 24.06.23]
[10] Wu D. William Hazlitt: The first modern man. 1st ed. Oxford University Press; 2008
[11] Marsden J. The Dead of the Night: Book 2. Hachette UK; 2011
part of our training to uphold animal welfare
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internal PLACEMENT day reflection
The purpose of the internal placement day held on campus was to give us as first years the opportunity to see the day in a life of the VP’s working on campus on both dogs and horses.
The morning was spent in the canine centre, observing the practitioners and 4th year students assessing the patients statically and dynamically, and palpating them prior to treatment. We then observed as the dogs were treated via massage, laser therapy, and underwater treadmill; all modalities that are frequently employed by the VP [1]. I found it inspiring to observe how competent and knowledgeable the 4th year students were and found myself excited at the prospect of doing what they were doing just next year. Watching them and the VPs at work solidified my confidence that this is the correct career path for me, and difference seen in the patients before and after the session was remarkable, further igniting a sense of purpose for completion of the masters.
In the afternoon, we worked in trios shadowing the 4th year students on the equine campus. They performed static and dynamic assessment on one of the yard horses, then proceeded to demonstrate physiotherapeutic techniques to alleviate pathologies that had been identified on assessment. I found this session engaging- perhaps more so than the canine session, as we were given the opportunity to be hands on. As a kinaesthetic learner, I have always found more benefit from tasks that I am able to physically attempt myself. Whilst the opportunities were limited due to my shallow knowledge on the topic at the time, I feel I retained more in the equine session than in the canine [2,3]. In the same way as the morning, the knowledge of the 4th years in anatomy particularly inspired me to ensure the positive evolution of my learning in order to apply treatments effectively and allow full comprehension of the course material next year. The power of inspiration comes from knowledge, and I find as I research and understand this topic, I am inspired to continue and develop my understanding as best I can [4]. Self-efficacy, goal achievement and an intrinsic motivation for developing my knowledge are all key to motivation and success [5].
The concept of learning through observation and changing your behaviour based on said observations is well researched [6]. Since the placement day, I have found myself trying to deepen my knowledge in all areas in attempt to emulate that of the 4th year students, and I have found myself working as hard as possible on all assignments set in order to pass the year and move onto the clinical components in year 2. I am looking forward to the next hands-on experience we have in order to assess how far my knowledge has come since.
I feel that next time, I will come to the days better prepared for what to expect, and I will be armed with better knowledge and understating on the topics. This will help me to be able to utilise the days as effectively as possible and use them as a chance to find inspiration for areas in which I need to work on, therefore utilising the theory behind observational learning.
references:
[1] Mahaseth PK, Raghul S. Veterinary physiotherapy—A literature review. Int. J. Sci. Healthc. Res 2021;6:288-94
[2] Reese HW. The learning-by-doing principle. Behavioral development bulletin 2011;17(1):1
[3] Begel A, Garcia DD, Wolfman SA. Kinesthetic learning in the classroom. ACM SIGCSE Bulletin. 2004;36(1):183-4
[4] Leap Africa. The power of inspiration comes from knowledge, <https://leapafrica.wordpress.com/2017/03/15/the-power-of-inspiration-comes-from-knowledge/>; 2017 [accessed 18.06.23]
[5] Linnenbrink EA, Pintrich PR. Motivation as an enabler for academic success. School psychology review. 2002;31(3):313-27
[6] Spiegler MD. Observational learning and modeling therapy (psychology), <https://discovery.ebsco.com/c/mpys5q/viewer/html/guq52glf2f>; 2022 [accessed:19.06.23]
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legislation reflection
Due to my history as an RVN, and having undertaken similar lectures during my training, I was already aware of certain legislative requirements surrounding working with animals. More specifically, the Veterinary Surgeons Act of 1966 is something I am familiar with, having consulted it numerous times to ensure cooperation with schedule 3 guidelines, as well as the Dangerous Dogs act of 1991, and the Animal Welfare Act of 2006 [1,2,3]. I am aware of GDPR regulations; however, my knowledge is not broad, and is something I will definitely need to focus on should I decide to start my own business.
A task in this module was to read through a series of scenarios, detailing different legal challenges, in order to assess if we knew the correct course of action to take. I was confident going into this task that I would be able to provide the correct answers, armed with my (admittedly limited) knowledge and logic. I was taken aback to find that I could not positively plan a course of action for any of the scenarios with my current understanding of the law, a situation that required action and planning. Working on a self-employed basis, it is imperative to know the laws you must adhere to, and how they would affect fallout in different situations, particularly concerning the safety of yourself and others whilst working with animals [4]. As an overview, the main laws that pertain to veterinary physiotherapy in addition to those mentioned above are the Data Protection Act 2018 and the Health and Safety at Work Act 1974 [5,6].
In regard to the Dangerous Dog’s Act, it would be appropriate for me to ensure I see dogs that are allowed by law or have exemption certificates to allow ownership. In line with the animal welfare act, as long as a dog is legally owned, if it required my treatment, in order not to promote suffering through failure to act, I will treat any animal as necessary [7].
A highly relevant subsection of the Veterinary Surgeons Act, section 19, details the law regarding veterinary referral prior to treatment of an animal by somebody other than a veterinary surgeon. Many VPs have this contractual statement in their consent forms and require veterinary surgeons’ approval before seeing a patient for lameness. This is something I would aim to make clear on my advertising platforms and website so as to ensure client compliance. Only a client to be seen for maintenance and competition work only can be taken on without this referral.
The law I found most difficult to comprehend is the Data Protection Act due to its extensiveness and caveats. I now however understand the scope of understanding required by a veterinary physiotherapist regarding this law and have can confidently navigate through the scenarios, particularly regarding data sharing and personal information storage. In order to keep up to date with current guidelines when working as a VP, I must regularly attend CPD events surrounding this topic in order to be accountable and professional, and overall, to achieve success [8]. As I progress throughout my learning journey, I will aim to this a priority, so I am not found in any tight situations once out in practice. As ever, my constant endeavour will be to promote animal welfare in a safe environment for myself, the client, and their pet.
pitbull terrier
banned dog breeds in the uk
dogo argentino
fila brasileiro
japanese tosa
References:
[1] Veterinary Surgeons Act 1966. [cited 18 June 2023]. Available from: https://www.legislation.gov.uk/ukpga/1966/36
[2] Dangerous Dogs Act 1991. [cited 18 June 2023]. Available from: https://www.legislation.gov.uk/ukpga/1991/65/contents
[3] Animal Welfare Act 2006. [cited 18 June 2023]. Available from: https://www.legislation.gov.uk/ukpga/2006/45/contents
[4] Accounts and legal. A list of key points of legislation that affect employers in a business environment, <https://accountsandlegal.co.uk/legal-advice/a-list-of-key-points-of-legislation-that-affect-employers-in-a-business-environment/>; 2022 [accessed 18.06.23]
[5] Data Protection Act 2018. [cited 18 June 2023]. Available from: https://www.legislation.gov.uk/ukpga/2018/12/contents/enacted
[6] Health and Safety at Work Act 1974. [cited 18 June 2023]. Available from: https://www.legislation.gov.uk/ukpga/1974/37/contents
[7] Animal Welfare Act, c.4,1a. 2006. [cited 18 June 2023]. Available from: https://www.legislation.gov.uk/ukpga/2006/45/section/4
[8] O'Sullivan J. Continuing Professional Development—is it beneficial?. Physiotherapy 2004;90(4):174-5
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cpd reflection
“We do not learn from experience…we learn from reflecting on experience” John Dewey, 1910[1].
Recently, I undertook a CPD course on animal health and rehabilitation, specifically aimed at vet nurses who are trying to implement some physiotherapeutic techniques into their practice. The course was run online as a series of lectures, each lecture pertaining to a different (albeit basic) area of physiotherapy that could be undertaken by nurses. From attending this CPD, I aimed to gain an elementary understanding of the knowledge I would require for second year studies, whilst being able to practice some of the basic concepts before it begins. I thoroughly enjoyed this course, and I was pleased with how easily I was able to understand, retain and implement the ideas into my work.
Since completing this CPD, I have been able to create very basic care plans to those recovering from conditions discussed in the training (such as post operative exercises following femoral head ostectomy). I have also been able to discuss with student nurses about physiotherapy that nurses are allowed to implement and have assisted them in their training- something I felt was very rewarding. The impact of this CPD on my professional development is evident, as it has not only helped me in practice and allowed me to help others, but I am also much more confident going into my second/ clinical component year of my masters. The only perceived drawback of this training was its simplistic nature; however, I do not see this as an innate weakness, more of a springboard to more proficient knowledge. There are gaps in my education that this CPD has highlighted which include a lack of physical skill, but this is clear to be rectified shortly upon initiation of my second year.
CPD is an essential part of working in the ever-evolving veterinary industry. It upholds the standard of lifelong learning in science-based professions and allows individuals to develop skills in new areas which promotes an increase in standard of care. [2]. Reflection is essential in developing the skills learned from the CPD, but also improving an individual’s capacity to respond to challenges. By reflecting on experiences, links can be identified between the actions and their impacts to allow behaviour and action modification accordingly [3]. It is important to allow a critical attitude towards reflection in order to uphold standards of the profession, and to act as a catalyst for self-improvement.
I aim to undertake further CPD courses over the summer break to ensure I stay up to date with my learning and stay within the mindset of education. I will continue to reflect on the tasks I do to ensure maximum benefit, and work on practicing key skills as I journey towards becoming a proficient veterinary physiotherapist.
references:
[1] Dewey J. How we think. Boston: DC Health & CO; 1910
[2] Collin K, Van der Heijden B, Lewis P. Continuing professional development. International journal of training and development 2012;16(3):155-63
[3] Raynor C. ‘Reflections on CPD’ <https://www.apm.org.uk/blog/reflections-on-cpd/>; 2021 [accessed 21.06.23]
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peer-evaluation reflection
As part of the development in our academic and professional skills, we were tasked with providing feedback for our peers on a piece of work they had completed this year. I chose to work with Emily, who shared with me a reflective log on her anatomy knowledge acquisition, whilst I shared with her my reflection written regarding my OSPE experiences. We were provided with a marking rubric in order to make the process easier for us and completed the task via email. The benefits of peer evaluation are detailed throughout academic literature, and most individuals find an enhancement in academic engagement and viable venues for improvement in their own skills [1].
I was glad to be working with Emily, she is academically gifted, and I hoped she would be able to provide me with some good constructive feedback, whilst also providing a source of inspiration upon reading her own writing. We have become friends whilst on the course, so I did not feel uncomfortable in sharing my work with her in fear of scrutiny, and I trusted her to make good judgements about my writing.
It is evident through research that students are capable of accurately marking their peers work, however peer grading bias exists whereby individuals are reluctant to honestly assess others [2]. The process of proving the feedback for Emily wasn’t something that came naturally to me. The use of the marking rubric helped to organise my thoughts regarding her work, and provided some structure which I was grateful for. Utilising rubrics to mark work in higher education has the benefit of enhancing consistency in assessment [3]. I definitely feel I would have not gained as much from this task had the rubric not been provided to structure feedback. I felt a sense of guilt at not giving her top marks for her work, however I knew that this would not benefit her or me in this task, and as such, I began to allocate the marks as accurately as I saw fit. This became easier as I went on and allowed me to formulate written feedback (as well as highlights on the rubric) for Emily which I felt would assist her in her work. I utilised some of the feedback I had received for a similar piece of work from our lecturer to assist me in knowing what appropriate suggestions were. I ended up awarding her a merit overall for her attempt.
Peer evaluation allows the individual to assess important skills and develop this within high education, and by looking critically at another student piece of work, I was able to identify shortcomings in my own [4]. The only real negative I noticed in Emily’s work was a lack of scientific reasoning to reinforce theories and concepts she was discussing. By reading through her work, it became obvious where more analysis could have occurred, and how this would have enhanced the quality of her writing. Effective reflection is key for enhancing knowledge, and results in best practice for scientific professionals [5]. This was the main focus of my critique, having previously stated in her feedback that the remainder of her reflection met my expectations, with particular regard to her clear use of a reflective model- something that was perhaps not as evident in my own writing.
The feedback Emily provided for me mostly made note of her uncertainty regarding my use of a reflective model. Having read her writing, I can see how I could have been much clearer in this, and I have altered my reflective log appropriately. Using a reflective cycle effectively helps to give structure to work, something that I was lacking before this task [6]. It was also mentioned that a better description of the even may be necessary in order for an outsider to appreciate what actually happened- without delving into my feelings straight away. She provided encouragement and kind words in her feedback which I appreciated, as it was clear she as just as apprehensive as I was about being overly critical of my work.
Overall, I though this experience was valuable, and I would be keen to do it again, going into it with less hesitancy, knowing that the more peer feedback I am able to take part in, the better my critical analysis skills will develop in my own writing. Hopefully armed with this knowledge, I can assist my peers and help them to excel in their work, whilst simultaneously improving my own.
References:
[1] Öncü S. Online peer evaluation for assessing perceived academic engagement in higher education. Eurasia Journal of Mathematics, Science and Technology Education 2015;11(3):535-49
[2] Sridharan B, Tai J, Boud D. Does the use of summative peer assessment in collaborative group work inhibit good judgement?. Higher Education 2019;77:853-70
[3] Cockett A, Jackson C. The use of assessment rubrics to enhance feedback in higher education: An integrative literature review. Nurse education today 2018;69:8-13
[4] Brutus S, Donia MB. Improving the effectiveness of students in groups with a centralized peer evaluation system. Academy of Management Learning & Education 2010;9(4):652-62
[5] Lowery NV. The fourth" R": reflection. The Mathematics Educator 2003;13(2)
[6] Potter C. Leadership development: an applied comparison of Gibbs’ Reflective Cycle and Scharmer’s Theory U. Industrial and Commercial Training. 2015
emilys feedback for my work
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