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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.

References

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/ns2011.02.25.24.35.c8342.

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.

1

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.

2

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/.

1

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.

4

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.

2

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.

0

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.

0

My Personal Development Plan

As part of my future career, I need to be able to reflect and improve upon previous experience. To be able to do this I have created a Personal Development Plan (PDP) so that I can set SMART targets. Also know as Specific, Measurable, Attainable, Relevant and Timely targets. As I continue through my course and career, I will able to update my PDP to ensure that it meets the criteria of my current desired goals.

The link below is a copy of the personal development plan that I created.

Personal Development Plan

I have also included the document that I used in order to create the PDP in the first place. This ensured that I would be able to see my strengths and weakness clearer.

Personal Development Plan Skills Audit

Once I graduate I will be able to write a more updated PDP that will reflect more of what I want to achieve past graduation. Hence why I didn’t feel that it was appropriate to go into too much detail about after graduation if I didn’t know the skills I needed to develop to get to graduation in the first place.

1

Journal Club Reflection

A group task was given to present and discuss a journal article of our choice. As a group, we selected an article about `How the Kennel Club is tackling inherited disorders in the United Kingdom` (Sampson, 2011). However, this presented its own challenges, as the article was a review that also used too much-complicated language.

Hence why the article was changed to `A cohort study of epilepsy among 665,000 insured dogs: Incidence, mortality and survival after diagnosis` (Heske et al., 2014). Overall this article was a huge improvement, as it was easier to read and the aims were clearer.  On the other hand, there were issues raised when working in a group, such as the overall organisation and commitment to the presentation weren’t as high as they should have been. Causing a term know as free-riding, where frustration was created by not every member contributing equally, as confirmed by Hall and Buzwell (2013).

During the presentation, we were still able to present effectively as a group, even though nerves were high. Studies have shown that short-term stress can improve performance from the use of the flight or fight response. As it enables “biobehavioral interventions” to prepare a person for challenges and decrease the effect of long-term stress or bad stress according to Dhabhar (2014). As it shows that the person deems the work as an important part of life.

Despite the negatives, next time I would be able to select a group with members who have a higher group commitment to complete the work earlier. This would enable the group to have more time to check through errors and possible issues that arise. To reduce nerves further, breathing exercises would be used as it improves vagal tone and aids the body to vert back to the parasympathetic nervous system stated by Pal et al. (2014).

References

Dhabhar, F. (2014) ‘Effects of stress on immune function: the good, the bad, and the beautiful’. [online] Immunologic Research, 58(2-3) pp.193-210. [Accessed on 20 January 2017] http://link.springer.com/article/10.1007/s12026-014-8517-0.

Hall, D. and Buzwell, S. (2013) ‘The problem of free-riding in group projects: Looking beyond social loafing as reason for non-contribution’. [online] Active Learning in Higher Education, 14(1) pp.37-49. [Accessed on 20 January 2017] http://journals.sagepub.com/doi/abs/10.1177/1469787412467123.

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