Welcome to my blog, I’m Eleanor. This page is to able to track and share my journey into becoming a veterinary physiotherapist. Here I will post reflections about how my learning is going and anything else that is related to my course. If you have any further questions please feel free to contact me using the page link above. Any feedback would be greatly appreciated.


Final Module Summary

Over the course of my first year, I had the responsibility of creating a portfolio about how I was able to progress through my course. This involved me writing reflections on important milestones that happened throughout the year, and to also complete other reflective tasks.

My first task was to write a reflection about my previous equine handling skills. Being the first university assignment task I had been set, I was understandably unsure about what was totally expected of me. Having heard horror stories from my college lecturers about their university assignments, I wanted to ensure that didn’t happen to me. However, that may have been partly because they wanted to ensure that right people applied to university and that they had their eyes wide open. To ensure people succeeded according to McKenzie and Schweitzer (2001). Looking back at this assignment, it is clear that my written work has improved, not only professionally but grammatically as well. This has been aided majorly by the software Grammarly, which was recommended to me during my dyslexia consultation. Since using it, I have found that the number of errors that have been picked up has been significantly reduced. I have since gone back and improved my equine handling reflection as I did not have access to this when I handed the assignment in.

Similarly in biomechanics, when I had to write an assignment on an alligator’s movement, I received formative as well as summative feedback. Such as double justifying the text, as this makes the text look more professional as mentioned by Coggshall, (2012). Therefore, I also went back and updated my previous assignments with this, such as the welfare issue and the equine handling skills.

As part of all assignments, it’s obvious that you need to include references to stop you committing plagiarism. From college, I was able to get a good grasp of how to do this, as they also used the Harvard system. However, even though I was including the correct information, as I used a reference generator, I wasn’t formatting it quite correctly. Having been taught this module, I now understand that when writing the full reference, the journal’s name should be written in italics.

When I was commenting on other people’s portfolios I was able to create a more critical eye on how I wanted my portfolio to be formatted and written. As Topping (1996) states that work quality improves from the use of peer feedback. I wanted to ensure that my portfolio had a constant professional feel, as not everyone had completed their portfolio design; for example, by not updating the widgets or not deleting or updating the default text that appears on the setup. Therefore, I was able to use this to ensure that I was extra vigilant to check for this.

Viewing other people’s comments on my portfolio, gave me a confidence boost, which Chen and Ng (2017) also found. It also ensured that I was able to create an effective portfolio to a high standard that looked professional.

Another task that was required to be completed was the Moodle maths quiz. This consisted of statistical maths questions which will aid me when I start researching and carrying out my dissertation. I had completed a large portion of this whilst at college. However, it was still useful to be able to refresh the information. On the other hand, it was surprising what I already remembered. Even so, I still made sure I had accesses to my lecture notes while completing the quiz to ensure I got the highest grade possible. The use of lecture notes has been shown to be a “qualitative improvements to lectures” and also aids concentration. Concentration is something I struggle with due to being dyslexic. However, I have been able to improve my concentration from the aid of starting to printing off the lecture notes. As according to Wongkietkachorn et al. (2014) and Vellutino et al. (2004) other students have also found this to be the case. Due to this fact, I like to be able to have a hard copy of the lecture notes for note taking and will continue to do so in the future.

Having this condition, I feel it’s my responsibility to make people aware of it because when I complete group work activities, I know my confidence drops. For example, this happened during the journal club and nutrition presentations. I didn’t want to come across less capable than the others and as a result, my confidence levels dropped because of me overly comparing myself to others. This has found to be a common train among dyslexics according to Ridley (2011). However, I know that if I continue like this, it will affect my future studies. Therefore, in the future, I’m going to ensure I carry out positive thinking to reduce the number of times my confidence drops as Eagleson et al. (2016) found out.

Other modules have also been able to benefit from this. For example my group’s nutrition video. As by positive thinking, we were able to feel more confident for the presentation, especially for the questions. This is also stated by Powell and Sommer (2007). When I come to my dissertation presentation in the future I will be able to use this technique. However, due to it being on my own I can present it to my peers for feedback, so I can ensure it’s the highest standard it can be.

Completing this module has set me up well for the future of my degree and career path, especially in learning how to reflect. Gibbs’ reflective cycle helped with this process, as he gives a clear strategy on how to reflect on an experience in a way that was also able to flow as shown by Husebø et al. (2015). As I progress through my degree, I am going to continue to reflect and document the process. This is because I am able to look back on my previous experiences and see how I have developed as a person. It will also enable me to ensure that I am continuing to develop in the right way which is also stated by Falessi et al., (2006). My personal development plan will help me hugely in this. It’s been shown that people who use a personal development plan are more likely to partake in learning activities according to Beausaert et al. (2013). This is important for me, as in the future I am required to complete continual professional development (CPD) by the National Association of Veterinary Physiotherapists. Therefore, I am going to continue to use them well into the future to ensure I complete my CDP to achieve any future goals. The same goes for any general writing skills that I need to develop, as this ensures I can continue to meet the higher grade which I determined to achieve. This means, that I will make sure I continue to carry this out in other modules. Apart from the content most written pieces of work are marked the same, because the work is required to be informative as well as look professional. The skills gathered from other modules such as biomechanics, functional anatomy and animal management will be able to be used in the future. For example, how to reference items other than text and general formatting of text (alignment). Therefore I want to continue to improve throughout this process and well into my career.


Beausaert, S., Segers, M., Fouarge, D. and Gijselaers, W. (2013) ‘Effect of using a personal development plan on learning and development’. [online] Journal of Workplace Learning, 25(3) pp.145-158. [Accessed on 29 April 2017] http://www.emeraldinsight.com/doi/pdfplus/10.1108/13665621311306538.

Chen, G. and Ng, Y. (2017) ‘Nasty online comments anger you more than me, but nice ones make me as happy as you’. Computers in Human Behavior, 71 pp.181-188.

Coggshall, J. (2012) ‘Toward the Effective Teaching of New College- and Career-Ready Standards: Making Professional Learning Systemic’. National Comprehensive Center for Teacher Quality, pp.1-28.

Eagleson, C., Hayes, S., Mathews, A., Perman, G. and Hirsch, C. (2016) ‘The power of positive thinking: Pathological worry is reduced by thought replacement in Generalized Anxiety Disorder’. Behaviour Research and Therapy, 78 pp.13-18.

Falessi, D., Cantone, G. and Becker, M. (2006) ‘Documenting design decision rationale to improve individual and team design decision making: an experimental evaluation’. [online] International symposium on Empirical software engineering, pp.134-143. [Accessed on 29 April 2017] http://dl.acm.org/citation.cfm?doid=1159733.1159755.

Husebø, S., O’Regan, S. and Nestel, D. (2015) ‘Reflective Practice and Its Role in Simulation’. Clinical Simulation in Nursing, 11(8) pp.368-375.

McKenzie, K. and Schweitzer, R. (2001) ‘Who Succeeds at University? Factors predicting academic performance in first year Australian university students’. [online] Higher Education Research & Development, 20(1) pp.21-33. [Accessed on 28 April 2017] http://www.tandfonline.com/doi/abs/10.1080/07924360120043621.

Ridley, C. (2011) ‘The experiences of nursing students with dyslexia’. [online] Nursing Standard, 25(24) pp.35-41. [Accessed on 29 April 2017] http://journals.rcni.com/doi/abs/10.7748/ns2011.

Topping, K. (1996) ‘The effectiveness of peer tutoring in further and higher education: A typology and review of the literature’. [online] Higher Education, 32(3) pp.321–345. [Accessed on 28 April 2017] https://link.springer.com/article/10.1007%2FBF00138870?LI=true.

Vellutino, F., Fletcher, J., Snowling, M. and Scanlon, D. (2004) ‘Specific reading disability (dyslexia): what have we learned in the past four decades?’. [online] Journal of Child Psychology and Psychiatry, 45(1) pp.2-40. [Accessed on 29 April 2017] http://onlinelibrary.wiley.com/doi/10.1046/j.0021-9630.2003.00305.x/full.

Wongkietkachorn, A., Prakoonsuksapan, J. and Wangsaturaka, D. (2014) ‘What happens when teachers do not give students handouts?’. [online] Medical Teacher, 36(9) pp.789-793. [Accessed on 29 April 2017] http://www.tandfonline.com/doi/full/10.3109/0142159X.2014.909921.


A Reflection on My Nutrition Presentation

As part of the group presentation, I was set the task of creating a video and packaging for an equine or canine feed. Each group was given a feed at random, where we completed analytical tests to work out the type of feed it was and the group it was targeting. From our results, we were able to work as a group to find out we had a canine weight control feed. This was because the feed was high in fibre and protein leading the dog to feel fuller for longer according to German et al. (2010).

After this stage, we prepared the information we needed to include in the video. To do this we divided up each of the food groups to each member and then shared the information next time we met. We kept it together by using Google Drive, as this helped with organising the information as proven by Dabbagh and Kitsantas (2012).

Completing the task as a group ensured that not only did we learn more about canine obesity-related feeds, but social skills as well. It is known to “sharpen” communication skills, making it easier when we presented the video and answering the questions given to us. This was found out by Petress (2004).

If I had to repeat this or complete a task similar in the future, I don’t think there would be much that I could adapt. Overall, as a group, we worked very efficiently and managed to get it finished well within the time given. Therefore next time, I would ensure that I was able to repeat the management of the task as closely as I could to this one. Not only that, I would ensure I continued to work with people that had the same group work morals as suggested by Johnson and Johnson (1989).

If you are interested in watching my group’s video, please click on the video section on the taskbar. This will take you to a list of videos and the sample video should be near the bottom of the page.


Dabbagh, N. and Kitsantas, A. (2012) ‘Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning’. The Internet and Higher Education, 15(1) pp.3-8.

German, A., Holden, S., Bissot, T., Morris, P. and Biourge, V. (2010) ‘A high protein high fibre diet improves weight loss in obese dogs’. The Veterinary Journal, 183(3) pp.294-297.

Johnson, D. and Johnson, R. (1989) ‘Social skills for successful group work’. Educational leadership, pp.29-33.

Petress, K. (2004) ‘The benefits of group study’. [online] Education, 124(4). [Accessed on 3 May 2017] http://go.galegroup.com/ps/anonymous?p=AONE&sw=w&issn=00131172&v=2.1&it=r&id=GALE%7CA121765611&sid=googleScholar&linkaccess=fulltext&authCount=1&isAnonymousEntry=true.


A Reflection on My Functional Anatomy Workbook

Thought out this second semester I have been required to complete a workbook for function anatomy about, palpations, the skeleton, joints, tendons and ligaments, nerves and muscles. At first, I was a little unsure about how to go about them. Partly because I didn’t know how much detail was expected of me due to the questions being fairly open. This became easier as I progress through the different sections because I was able to use it to practise my answering technique as stated by Marcus et al. (2013).

However, I did receive formative feedback, but due to the quick turnaround to submit the next section I wasn’t able to utilise it properly. To combat this, a few friends and I gave our submissions to each other to proofread, this also helped to improve the quality of written work. Allen (2015) also states that peer feedback increases work quality.

Despite this, I was anxious about how well I had completed the different sections. The addition of the moodle quizzes helped with this, as these gave virtually instant feedback. As the longer you wait for feedback, the less optimistic you become according to Shepperd et al. (1996).

In order to complete certain aspects, photos were required, which were difficult to obtain. When completing that section of the workbook, I struggled to be able to find the exact photos I wanted. This was due to several reasons. Therefore, next time I would complete all the written parts so that during the practicals, I would make sure that I took the desired photos. I would also ensure that there was a designated photographer so that all the photos were together. As the use of organisation makes it easier to complete a given task more efficiently according to Barker et al. (1990).


Allen, D. (2015) ‘Personal and procedural factors in peer feedback: A survey study’. Komaba Journal of English Education, 5 p.47.

Barker, J., Rottman, R. and Ng, M. (1990) ‘Organizing out-of-print and replacement acquisitions for effectiveness, efficiency, and the future’. [online] Library Acquisitions: Practice & Theory, 14(2) pp.137-163. [Accessed on 17 April 2017] http://www.sciencedirect.com/science/article/pii/0364640890900572.

Marcus, H., Vakharia, V., Kirkman, M., Murphy, M. and Nandi, D. (2013) ‘Practice Makes Perfect? The Role of Simulation-Based Deliberate Practice and Script-Based Mental Rehearsal in the Acquisition and Maintenance of Operative Neurosurgical Skills’. [online] Neurosurgery, 72 pp.A124-A130. [Accessed on 27 April 2017] http://journals.lww.com/neurosurgery/Abstract/2013/01001/Practice_Makes_Perfect__The_Role_of.17.aspx.

Shepperd, J., Ouellette, J. and Fernandez, J. (1996) ‘Abandoning unrealistic optimism: Performance estimates and the temporal proximity of self-relevant feedback.’. [online] Journal of Personality and Social Psychology, 70(4) pp.844-855. [Accessed on 17 April 2017] http://psycnet.apa.org/journals/psp/70/4/844/.


Moodle Task 3: How will reflection help me become a good therapist?

Reflections are a method that many people use to improve their ability to complete a certain task. Therapists constantly use reflective methods for this purpose, which enables more Specific, Measurable, Attainable, Realistic and Timely (SMART) targets. To create a clear goal-directedness for both patient/owner and me the practitioner (Kreucher et al., 2006).

Writing a reflection after an event, by using the Gibbs Reflective Cycle (Gibbs and Coffey, 2000) enables me to make more of an educated decision on the outcome of an event/events (Baird et al., 1991). Reflecting has also been shown to increase academic ability (Travers et al., 2014). Meaning that I will be able to realise where I have made mistakes. Therefore, I will be able to reflect upon this so I can improve the method I will use next time.

This will be especially useful for me while I am studying at university. By using reflection methods, I am able to find the most effective revision techniques, to ensure that I am able to reach my full potential, especially, as the course progresses. By getting into the habit of reflecting on my experiences now, will make it a lot easier in the future, as it will become an ingrained habit (Wallenbert and Jonsson, 2005).


Baird, J., Fensham, P., Gunstone, R. and White, R. (1991) ‘The importance of reflection in improving science teaching and learning’. [online] Journal of Research in Science Teaching, 28(2) pp.163-182. [Accessed on 15 March 2017] http://onlinelibrary.wiley.com/doi/10.1002/tea.3660280207/full.

Gibbs, G. and Coffey, M. (2000) ‘Training to teach in higher education: a research agenda’. Teacher Development, 4(1) pp.31-44.

Kreucher, C., Blatt, D., Hero, A. and Kastella, K. (2006) ‘Adaptive multi-modality sensor scheduling for detection and tracking of smart targets’. [online] Digital Signal Processing, 16(5) pp.546-567. [Accessed on 12 March 2017] http://www.sciencedirect.com/science/article/pii/S1051200404001204.

Travers, C., Morisano, D. and Locke, E. (2014) ‘Self-reflection, growth goals, and academic outcomes: A qualitative study’. [online] British Journal of Educational Psychology, 85(2) pp.224-241. [Accessed on 17 March 2017] http://onlinelibrary.wiley.com/doi/10.1111/bjep.12059/full.

Wallenbert, I. and Jonsson, H. (2005) ‘Waiting To Get Better: A Dilemma Regarding Habits in Daily Occupations After Stroke’. [online] American Journal of Occupational Therapy, 59(2) pp.218-224. [Accessed on 16 March 2017] http://ajot.aota.org/Article.aspx?articleid=1872083.


Lee’s Animal Rehabilitation Limited/Woof ‘n’ Water Case Study

Lee’s Animal Rehabilitation is a limited company whose main aim is to provide canine hydrotherapy and physiotherapy sessions along with grooming. However, the company isn’t limited to just this, as Lee Rudge also performs therapy sessions with horses and has been known to give hydrotherapy to cats. The centre is based in Smethwick Birmingham, where he has been practising for 16 years. However, most of his practising years were completed at his previous business, Woof ‘n’ Water which opened in 2000. The reason behind it was to rebrand the business and to allow it to come across as more universal to all animal owners. Some clients may have assumed that the business only deals with canine patients due to using ‘woof’ in the title. Currently, he employs two other people, who also help carry out canine hydrotherapy and grooming.

Having employees was one of the deciding factors in making the company legally limited. Another factor was that there is more personal financial security for this business structure. This means that any debts accrued would not be personally attached to Mr Rudge.

His qualifications include a Post Graduate Certificate in Animal Physiotherapy, which was completed in 2005. However, before this, he gained valuable experience by competing in numerous dog shows. Due to his job role, he is required to get veterinary permission before he treats a client’s animal. All clients are required to ensure that the correct procedures have been carried out beforehand. This involves obtaining signed permission from the veterinary surgeon. To ensure that it is safe to perform hydrotherapy or physiotherapy.

The Veterinary Surgery (Exemptions) Order 2015 is a legislation that is followed by the centre. This is to ensure that no one under the age of 18 is treating an animal and that a qualified person prior to that has examined the animal. This act has been updated from the Veterinary Surgeons Act 1966 to include treatments such as physiotherapy.

He also has to consider patient confidentiality to conform with the Data Protection Act 1998. As a result of this, He has to ensure he keeps information, for example, patient details for a certain number of years. This also helps to safeguard the business and help if an old client was to return. As the patient’s history is would still be on record making it quicker to find it out because it would only need the missing time updated.

Advertising methods such as leaflets, websites, signage and posters have been the main methods in which have been used to promote the business. Articles have also been published in magazines written by clients about the positive outcome that the centre has had on their animal. However, the website contains the bulk of the information about the centre. For example, case studies, treatments frequently asked questions and referral forms. Along with this, they have created business cards where they are able to record their appointments. Clients are then able to keep all their animal’s therapy appointments in one place. Throughout these adverting techniques, a constant house style of black, white and blues was used. Blue has been shown to have a healing and calming effect in the use of colour therapy, which has been stated by O’Connor (2011). This shows their clients that as a practice they are able to hopefully effectively manage their animal’s condition in a calming manner as shown by Lotz (2016).

Word of mouth is another advertising method used. Also, clients that may have previously lost their animal have been known to book appointments with their new pet. This is due to the fact; the customers were happy with the service they have previously received.

A large bulk of their clientele comes from the surrounding areas of Birmingham and also the outskirts of the city. The commuting distance isn’t too far for clients to travel, especially when many of clients who attend the evening sessions come after they have finished work. Due to the nature of the area, traffic can get extremely busy, (especially in rush hour) as the current premises are situated by the A401 and A457. Clients would need to take this into consideration if they were to commute from further afield. On the other hand, a train station and a bus stop are roughly about a 10-minute walk away. However, this probably wouldn’t be suitable for all patients, as many receive hydrotherapy and physiotherapy treatments for a condition. Resulting in some patients not be able to manage this commuting method.

During the weekdays in the day, a significant percentage of clients are retired, but there are still non-retired clients. Many of these book appointments on their days off to ensure they have plenty of time for the appointment.

Payments will depend on a client’s situation and this will vary greatly, as to whether they choose to go through insurance or pay the centre directly. As it is hugely dependent on the insurance company and what their policy offers. For example, some offer several sessions free per year, whereas others won’t payout for any sessions at all.

At the centre, they sell pet related products from other companies, such as dog food and tags. Purina, one of the foods they sell has a display stand for clients to get more information on pet nutrition while they wait. Customers are able to order these products and are then notified when they become available for collection.

Due to the facilities available, many of the clients’ animals are dogs. This is mainly because the centre receives more canine referrals. He does receive equine clients; however, he has to commute to these as they wouldn’t able to come to the centre. As a result of this, he can’t perform hydrotherapy on these patients but instead focuses on physiotherapy. Occasionally, he has treated cats, but as expected these cases aren’t very common. One of the main reasons is because many people associate cats with not liking water. However, this isn’t always the case. In his experience, cat hydrotherapy in a swimming pool can either be beneficial or not. The cat, could either be fairly relaxed or get too stressed out, causing the stress to outweigh the benefits. Some breeds of cats, on the other hand, have been shown to regularly enjoy swimming, such as the Turkish Van cat, as informed by Turkish Van Cats (n.d.).

This business has been enabled me to gain valuable insight into the running a hydrotherapy centre, what it may involve and what considerations that need to be made.


Lotz, R. (2016) Color Associations as Advertising Strategies: An Analysis of Consumer Attitudes Toward the Healthfulness of Energy Bar Packaging. Honours. Portland State University.

O’Connor, Z. (2011) ‘Colour psychology and colour therapy: Caveat emptor’. [online] Color Research & Application, 36(3) pp.229-234. [Accessed on 14 March 2017] http://onlinelibrary.wiley.com/doi/10.1002/col.20597/full.

The Data Protection Act, 1998 Available at http://www.legislation.gov.uk/ukpga/1998/29/contents (Accessed on: 14 April 2017)

The Veterinary Surgeons Act, 1966 C.36. Available at http://www.legislation.gov.uk/ukpga/1966/36 (Accessed on: 14 March 2017)

The Veterinary Surgery (Exemptions) Order, 2015. Available at http://www.legislation.gov.uk/uksi/2015/772/contents (Accessed: 14 March 2017) (Accessed on: 14 March 2017)

Turkish Van Cats. (n.d.) Petmd. [Online] [Accessed on 15 March 2017] http://www.petmd.com/cat/breeds/c_ct_turkish_van.


A Reflection on My Mock OSPE

In preparation for my OSPE exam in May, I took part in a mock exam. This was to enable me to have a better understanding of it. I was nervous and anxious beforehand, as I have never had an exam formatted in this manner before. This gave me a high chance of making mistakes. People that suffer from test anxiety are more likely to do worse than those that don’t, as confirmed by von der Embse et al. (2012). By completing a mock OSPE it allowed me to see the format, which will make me feel less anxious about the real exam. Evans et al. (2013) also found this out in their research. As failure is more likely to help a person learn, as they are able to use it to reflect upon.

Some people in business call failure “entrepreneurial failure” (Yamakawa and Cardon, 2014), however under the Oxford Dictionary failure is stated as three things; “lack of success”, to not complete a compulsory target, or for a state or action not to function. These actions can be represented in and outside the business. Therefore can be dealt with, in similar ways by amending from their mistakes. It has been proven that mistakes can be learned upon according to Pink and Dodson (2013).

In May when I complete my official OSPE, I will be able to remember the mistakes that caused me to fail. Using resilience and determination to succeed, I can use my feedback as soon as possible to practise my canine and equine handling skills. When I’m able to practise, I can also ask someone to watch me beforehand and provide me with constructive feedback so that I continue to improve and gain confidence. As Itmeizeh (2016) states that peer feedback reduces errors and help with my nervousness. I found my nervousness were the root cause for my failure. Drummond and Mirco (2004) have found that by staring at someone’s face it causes increased blood flow to that area of the face. By repeated exposure, I will reduce my anxiety because I will become more confident. Meaning that it will be easier for me to ignore that someone is watching me. As I will gain a deeper knowledge of what is expected, therefore reducing the time it takes for my nerves to get the better of me. Also proven by Foa et al. (1999).




Drummond, P. and Mirco, N. (2004) ‘Staring at one side of the face increases blood flow on that side of the face’. [online] Psychophysiology, 41(2) p.281. [Accessed on 26 January 2017] http://onlinelibrary.wiley.com/doi/10.1111/j.1469-8986.2004.00151.x/full.

Evans, D., Zeun, P. and Stanier, R. (2013) ‘Motivating student learning using a formative assessment journey’. [online] Journal of Anatomy, 224(3) pp.296-303. [Accessed on 22 January 2017] http://onlinelibrary.wiley.com/doi/10.1111/joa.12117/full.

Foa, E., Dancu, C., Hembree, E., Jaycox, L., Meadows, E. and Street, G. (1999) ‘A comparison of exposure therapy, stress inoculation training, and their combination for reducing posttraumatic stress disorder in female assault victims.’. [online] Journal of Consulting and Clinical Psychology, 67(2) p.194. [Accessed on 26 January 2017] http://psycnet.apa.org/journals/ccp/67/2/194/.

Itmeizeh, M. (2016) ‘Impact of Peer Correction on Reducing English Language Students’ Mistakes in Their Written Essays in PAUC and Learners’ Attitudes towards This Technique’. [online] Theory and Practice in Language Studies, 6(11) p.1. [Accessed on 23 January 2017] http://search.proquest.com/openview/b319c0fa2daeeff90aec17bdfb8242c5/1?pq-origsite=gscholar&cbl=2026476.

Pink, J. and Dodson, C. (2013) ‘Negative prospective memory: Remembering not to perform an action’. [online] Psychonomic Bulletin & Review, 20(1) p.1. [Accessed on 23 January 2017] http://link.springer.com/article/10.3758/s13423-012-0337-4.

Tugade, M. and Fredrickson, B. (2004) ‘Resilient Individuals Use Positive Emotions to Bounce Back From Negative Emotional Experiences.’. [online] Journal of Personality and Social Psychology, 86(2) p.320. [Accessed on 25 January 2017] http://psycnet.apa.org/journals/psp/86/2/320/.

von der Embse, N., Barterian, J. and Segool, N. (2012) ‘Test Anxiety Interventions for Children and Adolescents: A Systematic Review of Treatment Studies from 2000-2010’. [online] Psychology in the Schools, 50(1) pp.57-71. [Accessed on 22 January 2017] http://onlinelibrary.wiley.com/doi/10.1002/pits.21660/full.

Yamakawa, Y. and Cardon, M. (2014) ‘Causal ascriptions and perceived learning from entrepreneurial failure’. [online] Small Business Economics, 44(4) pp.797-820. [Accessed on 23 January 2017] http://link.springer.com/article/10.1007/s11187-014-9623-z.


A Reflection on the First Semester of Principles of Animal Management

During the first semester, I received lectures on the principles of animal management. This was to increase my overall understanding of the basic care for livestock, equine, companion and therapy animals.

The learning was a combination of practical sessions and lectures, which I felt gave me a more balanced understanding of the subject. By learning in this way, I find that I obtain a greater understanding of being able to apply my knowledge. Evidence has proven this, as people with language impairments have been shown to perform at a lower level than people without. However, in practical exams, there is no difference between the pass rates which has been shown when taking a driving test, which has been stated by Durkin et al. (2016).

However, I wasn’t able to achieve practical experience for the whole subject due to the large quantity of information being shown to us, in the amount of time given. This didn’t limit my understanding or being able to apply it. Although, I did struggle to recall specific figures or facts, for example, the amount of milk each cow produces.

I believe the main reason for this, is because I find facts about equine easier to recall. This is because I’ve had more experience in equine over a longer period than the other areas. Therefore, I’ve learnt from long term questioning to add to my knowledge. King (1992) has also confirmed this.

Next time, I know that in order to remember the information, I need to gather more practical experience and question information more to be able to aid my retention. Therefore in future, I will read more journal articles and make notes during this process. This will aid and support me in building stronger foundations in my knowledge. Consequently, making it easier to bridge the gap when I find something challenging. As Burrows et al. (2001) states that this is an important way in order to improve knowledge and understanding.




Burrows, V., McNeill, B., Hubele, N. and Bellamy, L. (2001) ‘Statistical Evidence for Enhanced Learning of Content through Reflective Journal Writing’. [online] Journal of Engineering Education, 90(4) pp.661-667. [Accessed on 21 January 2017] http://onlinelibrary.wiley.com/doi/10.1002/j.2168-9830.2001.tb00657.x/full.

Durkin, K., Toseeb, U., Pickles, A., Botting, N. and Conti-Ramsden, G. (2016) ‘Learning to Drive in Young Adults With Language Impairment’. [online] Transportation Research Part F: Traffic Psychology and Behaviour, 42(1) pp.195–204. [Accessed on 21 January 2017] http://ac.els-cdn.com/S136984781630208X/1-s2.0-S136984781630208X-main.pdf?_tid=15f45880-dfc3-11e6-b7de-00000aab0f02&acdnat=1484994146_7af177eb725a4e6d3ddc5ba6e6536106.

King, A. (1992) ‘Comparison of Self-Questioning, Summarizing, and Notetaking-Review as Strategies for Learning from Lectures’. [online] American Educational Research Journal, 29(2) p.303. [Accessed on 21 January 2017] http://journals.sagepub.com/doi/pdf/10.3102/00028312029002303.


A Reflection on My First Semester Exams

The week beginning of 9th January I took my first semester exams, mammalian anatomy and physiology, introduction to biomechanics and animal management plus my mock OSPEs. These exams made me nervous as they were the first major exams since starting university and l wanted to do well.

However, I tried to ensure that l was fully prepared. I made sure I attended the extra revision sessions and completed the given revision material. It was especially true for biomechanics, as I felt this made a positive impact on my results. This is because I had a better idea of what questions would come up and how to answer them as researched by Glaser and Brunstein (2007).

On the other hand, I struggled more with the animal management exam. The main revision I received was from the lecture notes, apart from a few questions on moodle. One reason for this is that no model answers were given for these questions, which made it difficult to revise from. It would have been helpful to see what a more in-depth answer would look like to me prepare more thoroughly.   Apart from this, I still I achieved above my expectations.

Lam (2012) states that formative assessments have been shown to improve grades. Therefore, next time I will make sure I create my own formative assessments, through examples like flashcards as they are an effective revision tool as stated by Patil and Iyer (2016).

Overall, I was very satisfied with my results; therefore, I know that I must have used some effective revision techniques. In the future, I know to achieve high grades I need to maintain my current techniques as well as trying new ones. This is to ensure that I’m revising in the most effective manner so that my grades continue to improve according to Ferris (1997).


Ferris, D. (1997) ‘The Influence of Teacher Commentary on Student Revision’. [online] TESOL Quarterly, 31(2) p.315. [Accessed on 15 February 2017] http://onlinelibrary.wiley.com/doi/10.2307/3588049/full.

Glaser, C. and Brunstein, J. (2007) ‘Improving fourth-grade students’ composition skills: Effects of strategy instruction and self-regulation procedures.’. [online] Journal of Educational Psychology, 99(2) pp.297-310. [Accessed on 16 February 2017] http://psycnet.apa.org/journals/edu/99/2/297/.

Lam, R. (2012) ‘Formative Use of Summative Tests: Using Test Preparation to Promote Performance and Self-Regulation’. [online] The Asia-Pacific Education Researcher, 22(1) pp.69-78. [Accessed on 16 February 2017] https://link.springer.com/article/10.1007/s40299-012-0026-0.

Patil, R. and Iyer, P. (2016) ‘Perceptions of Undergraduate Medical Students on Use of Flashcards as a Mode of Learning Anatomy’. National Journal of Integrated Research in Medicine, 7(2) p.110.