{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,21]],"date-time":"2026-07-21T16:05:02Z","timestamp":1784649902373,"version":"3.55.0"},"reference-count":20,"publisher":"University of Toronto Press Inc. (UTPress)","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Journal of Veterinary Medical Education"],"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:p>\n                    Distributed teaching models replace traditional on-campus veterinary hospitals with networks of partner practices, enabling authentic workplace-based learning supported by clinical preceptors. Within this model, final-year veterinary students at the University of Surrey generate up to five personalized SMART (Specific, Measurable, Attainable, Relevant, and Time-bound) Learning Objectives (LOs) prior to each clinical placement to guide their self-directed development. This study aimed to investigate the nature and focus of these self-directed LOs to identify whether student priorities align with the competences required for successful transition to professional practice. This study analyzed 336 student-generated LOs from 68 final-year students to explore how learners conceptualize their goals as they transition into workplace-based education. Data were analyzed using inductive thematic analysis conducted independently by two researchers to enhance rigor and credibility. Emerging themes were compared, discussed, and refined through consensus. LOs were subsequently classified using Biggs\u2019 Structure of Observed Learning Outcomes (SOLO) taxonomy to assess levels of cognitive complexity. Four dominant themes were identified:\n                    <jats:italic toggle=\"yes\">application of knowledge, clinical competence development, professional identity formation,<\/jats:italic>\n                    and\n                    <jats:italic toggle=\"yes\">communication and interpersonal skills.<\/jats:italic>\n                    Most LOs were categorized as\n                    <jats:italic toggle=\"yes\">multistructural<\/jats:italic>\n                    (61%,\n                    <jats:italic toggle=\"yes\">n<\/jats:italic>\n                    = 209) or\n                    <jats:italic toggle=\"yes\">relational<\/jats:italic>\n                    (36%,\n                    <jats:italic toggle=\"yes\">n<\/jats:italic>\n                    = 122), indicating moderate to high cognitive complexity, with very few categorized at\n                    <jats:italic toggle=\"yes\">unistructural<\/jats:italic>\n                    (3%,\n                    <jats:italic toggle=\"yes\">n<\/jats:italic>\n                    = 9) or\n                    <jats:italic toggle=\"yes\">extended abstract<\/jats:italic>\n                    levels (0.003%,\n                    <jats:italic toggle=\"yes\">n<\/jats:italic>\n                    = 1). Although students strongly prioritized clinical competence development and professional identity formation, relatively few objectives explicitly addressed communication skills, despite their recognized importance in professional satisfaction, client relationships, and workforce retention. These findings provide insight into students\u2019 developmental priorities at a critical transition point in veterinary education. Supporting students to construct higher-order, integrative LOs and to foreground communication alongside technical competence may enhance deeper learning and better align workplace preparation with the realities of contemporary veterinary practice.\n                  <\/jats:p>","DOI":"10.3138\/jvme-2026-0027","type":"journal-article","created":{"date-parts":[[2026,7,21]],"date-time":"2026-07-21T15:29:56Z","timestamp":1784647796000},"source":"Crossref","is-referenced-by-count":0,"title":["Self-Directed Learning Objectives Prior to Workplace-Based Placements: Insights from Final-Year Veterinary Students on Intramural Rotations"],"prefix":"10.3138","author":[{"ORCID":"https:\/\/orcid.org\/0009-0007-5151-2881","authenticated-orcid":true,"given":"Paul","family":"Pollard","sequence":"first","affiliation":[{"name":"Department of Veterinary Clinical Sciences at the University of Surrey Guildford School of Veterinary Medicine, GU2 7AL, UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-4801-1994","authenticated-orcid":true,"given":"Dona Wilani Dynatra","family":"Subasinghe","sequence":"additional","affiliation":[{"name":"Faculty of Health and Medical Sciences, University of Surrey, Daphne Jackson Road, Guildford GU2 7AL UK"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1696","published-online":{"date-parts":[[2026,7,17]]},"reference":[{"key":"e_1_3_9_2_2","doi-asserted-by":"publisher","DOI":"10.3138\/jvme-2021-0023"},{"issue":"4","key":"e_1_3_9_3_2","first-page":"E610","article-title":"How to write well-defined learning objectives","volume":"19","author":"Chatterjee D","year":"2017","unstructured":"Chatterjee D, Corral J. How to write well-defined learning objectives. J Educ Perioper Med. 2017;19(4):E610. https:\/\/doi.org\/10.46374\/volxix-issue4-chatterjee. Medline: 29766034","journal-title":"J Educ Perioper Med."},{"key":"e_1_3_9_4_2","doi-asserted-by":"publisher","DOI":"10.3138\/jvme-2024-0052"},{"key":"e_1_3_9_5_2","doi-asserted-by":"publisher","DOI":"10.3138\/jvme.0418-038r1"},{"key":"e_1_3_9_6_2","volume-title":"RCVS Day One Competences\u2014Professionals.","author":"Royal College of Veterinary Surgeons","unstructured":"Royal College of Veterinary Surgeons. RCVS Day One Competences\u2014Professionals. https:\/\/www.rcvs.org.uk\/sites\/default\/files\/2026-01\/rcvs-day-one-competences-2023%20%285%29.pdf."},{"key":"e_1_3_9_7_2","volume-title":"The 2014 RCVS Survey of the Veterinary Profession","author":"Buzzeo J","year":"2014","unstructured":"Buzzeo J, Robinson D, Williams M; Institute for Employment Studies. The 2014 RCVS Survey of the Veterinary Profession. 2014. https:\/\/www.employment-studies.co.uk\/wp-content\/uploads\/2024\/07\/rcvs0914.pdf."},{"key":"e_1_3_9_8_2","doi-asserted-by":"crossref","first-page":"785844","DOI":"10.3389\/fvets.2021.785844","article-title":"Are they ready? Trials, tribulations, and professional skills vital for new veterinary graduate success","volume":"8","author":"Reinhard AR","year":"2021","unstructured":"Reinhard AR, Hains KD, Hains BJ, Strand EB. Are they ready? Trials, tribulations, and professional skills vital for new veterinary graduate success. Front Vet Sci. 2021;8:785844. https:\/\/doi.org\/10.3389\/fvets.2021.785844. Medline: 35004927","journal-title":"Front Vet Sci"},{"key":"e_1_3_9_9_2","unstructured":"University of Surrey School of Veterinary Medicine. Intramural Rotations (IMR). https:\/\/www.surrey.ac.uk\/school-veterinary-medicine\/study\/intramural-rotations."},{"issue":"9","key":"e_1_3_9_10_2","doi-asserted-by":"crossref","first-page":"354","DOI":"10.1136\/vr.106044","article-title":"Investigation of factors affecting recruitment and retention in the UK veterinary profession","volume":"187","author":"Hagen JR","year":"2020","unstructured":"Hagen JR, Weller R, Mair TS, Kinnison T. Investigation of factors affecting recruitment and retention in the UK veterinary profession. Vet Rec. 2020;187(9):354. https:\/\/doi.org\/10.1136\/vr.106044. Medline: 32817568","journal-title":"Vet Rec"},{"issue":"2","key":"e_1_3_9_11_2","doi-asserted-by":"crossref","first-page":"19.2.69","DOI":"10.1128\/jmbe.v19i2.1510","article-title":"How undergraduate science students use learning objectives to study","volume":"19","author":"Osueke B","year":"2018","unstructured":"Osueke B, Mekonnen B, Stanton JD. How undergraduate science students use learning objectives to study. J Microbiol Biol Educ. 2018;19(2):19.2.69. https:\/\/doi.org\/10.1128\/jmbe.v19i2.1510","journal-title":"J Microbiol Biol Educ"},{"key":"e_1_3_9_12_2","doi-asserted-by":"publisher","DOI":"10.3138\/jvme.30.3.247"},{"issue":"1","key":"e_1_3_9_13_2","first-page":"57","article-title":"What the student does: teaching for enhanced learning","volume":"21","author":"Biggs J","year":"1999","unstructured":"Biggs J. What the student does: teaching for enhanced learning. Int J Phytoremediation. 1999;21(1):57\u201375. https:\/\/doi.org\/10.1080\/0729436990180105.","journal-title":"Int J Phytoremediation"},{"issue":"1","key":"e_1_3_9_14_2","doi-asserted-by":"crossref","first-page":"4","DOI":"10.1111\/j.2044-8279.1976.tb02980.x","article-title":"On qualitative differences In learning: 1. Outcome and process","volume":"46","author":"Marton F","year":"1976","unstructured":"Marton F, Saljo R. On qualitative differences In learning: 1. 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Professional identity formation of medical students: a mixed-methods study in a hierarchical and collectivist culture. BMC Med Educ. 2022;22(1):443. https:\/\/doi.org\/10.1186\/s12909-022-03393-9. Medline: 35676696","journal-title":"BMC Med Educ"},{"key":"e_1_3_9_18_2","doi-asserted-by":"crossref","first-page":"e20250022","DOI":"10.3138\/jvme-2025-0022","article-title":"Reflections of novice veterinary clinical educators on Feedback training: insights from a UK training programme","author":"Pollard P","year":"2025","unstructured":"Pollard P, Subasinghe DWD. Reflections of novice veterinary clinical educators on Feedback training: insights from a UK training programme. J Vet Med Educ. 2025:e20250022. https:\/\/doi.org\/10.3138\/jvme-2025-0022. 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