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Personal SWOT Analysis and Action Plan

In order to achieve my goals of being a veterinary physiotherapist, I decided to create a SWOT analysis and here it is below.

SWOT Analysis

Once I had completed this I created an action plan in order to create SMART targets using my SWOT analysis. Here it is below.

Action Plan

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My VARK Results

I completed a learning style test (VARK) and here are results:

Visual 9

Aural 7

Read/Write 8

Kinaesthetic 9

From looking at my VARK scores I am quite surprised how close they are, as I expected to have more of a spike towards visual and kinesthetic. Being dyslexic I knew I would have a lower aural score because I have always struggled to remember spoken words as my brain loses concentration easily. Hence the reason why my reading and writing score is lower, but from past experience, I have found that drawing pictures alongside small amounts of writing is one of the most effective revision techniques.

Personally, I prefer to have a hard copy of my notes, as I find it easier to refer back if I am struggling with a topic. However, in lectures, my notes aren’t always recorded as accurately because I can spend too much time in some cases working out how to spell certain words. I have found recording my lectures a huge asset to me, as I am able to write up my notes up neatly afterwards knowing that they are accurate.

Looking forward, I am going to focus my learning using textbooks with lots of diagrams and pictures alongside videos to back up what I have read (due to my high visual score). When I am in practical sessions I will make sure that I take an active role within the practical in order to use it as a revision tool. Overall I think it’s been a useful method for me to reevaluate my revision technique, to ensure that I am using the most effective method for me.

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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.

References

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.

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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).

References

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/.

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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).

References

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.

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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).

 

 

References

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.

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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.

 

 

References

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.

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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).

References

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.