Using learning theory in veterinary CPD – how can it make you a better vet or nurse?

Is learning theory important for veterinary CPD? Many great philosophers and a lot of research has gone into learning styles and learning theory, but it’s not something you often think about when studying as a vet or nurse. But since life in the veterinary profession is very busy, using your studying time efficiently is important.  

I was a vet in first opinion practice for a number of years, before moving into education in 2017. In this short article I’ll introduce you so some learning theories and how it relates to veterinary CPD, as well as some suggestions for how to use learning styles to help you achieve your goals.  

Your learning motivations  

“I want to be the best vet or nurse I can be, and this is why I’ve chosen the programme I am studying.” This may be your motivation.  

“If I gain this qualification, I will gain certain skills that will allow me to do ‘X’”. This may be your motivation.  

“Increasing my skills, increasing my knowledge and gaining further qualifications will hopefully enable a higher salary”. This may be your motivation.  

The important element here is that you are motivated to study and gain skills and knowledge, which ultimately will improve patient care and therefore welfare and outcomes. So where do learning styles and learning theory come in?  

Learning styles 

Let’s start by considering learning styles. Conventional wisdom suggests that knowing delegates learning styles will help us teach you most effectively. You may have been asked to complete learning style questionnaires at college or at university, to identify if you are a visual/auditory/kinaesthetic (VAK) learner for example. The aim being for your tutors to then adapt the materials and techniques according to the group preferences.  

This is a contentious strategy, despite its frequent use by many institutions. Petty (2009) refers to the 2004 study by Coffield et al., which reviewed numerous theories. They found that many popular theories, including those by Honey and Mumford, Dunn and Dunn, and the VAK model, did not withstand their scrutiny. Consequently, we must consider the efficacy of their use.   

Using learning styles in veterinary CPD 

I believe a better approach is to foster as inclusive a learning environment as possible, and this is certainly the approach taken at Improve Veterinary Education. We achieve this through the incorporation of a variety of delivery methods, be they audio, text, video, discussion with peers and so on. This helps people with different learning styles to thrive. We also strive for accessibility, so that you can use your own tools, devices, and learning strategies. This affords you the opportunity to engage with your learning in a way that is most effective for you.   

Learning theories 

The many learning theories proposed by philosophers or psychologists have not perfected learning. They contradict and conflict at times but can also overlap and complement each other. Common theories you may have heard of include behaviourism, cognitivism, constructivism and humanism.   

Behaviourism 

Behaviourism is repeating a skill or information as it has been demonstrated. A flaw in this approach is that you may not understand its application and be able to apply it outside a given context.   

Cognitivism 

Unlike behaviourism, which emphasises external behaviours, cognitivism looks at mental processes such as thinking, memory, problem-solving, and understanding. It focuses on the inner workings of the mind and how it processes information.  

Constructivism 

Constructivism is using information or skills to build and develop those already gained – a foundation is laid that is then built upon.   

Humanism 

Humanism is a learner-centred approach where education is tailored to each student’s interests, needs, and experiences. Humanism places the focus on you and education as a means of your development. Fundamentally, it is the belief that the best version of yourself must be self-actualised via intrinsic motivation as opposed to external influence such as that of an employer or job opportunity mandating a particular qualification.   

A lot of current education theory appears to be centred around humanism such as Maslow’s ‘assumption of human-centeredness, personal autonomy, the idea of human dignity and a sense of personal responsibility’ (Avis et al., 2015) which has formed the principle that we should each take responsibility for our own learning and we as education providers facilitate that process. On this humanist point I agree; we all have a responsibility for our own learning and should not be passive. The more we put in, the more we will get out.   

Applying learning theory to veterinary CPD 

So, how can your approach to CPD change now that you know about some common learning theories? 

Petty (2009) reminds us that much of our thinking is unconscious, so constructed ideas need to be tested to make sure the links are correct. Utilising your course’s tutor  as well as your peers will help you confirm the ideas you are constructing are correct and the foundations for further learning are solid. Discussion also enables the building of community which can then promote social learning, an idea proposed by Bandura (David, 2015).  

Sharing your knowledge and experiences will also support others to learn and construct the concepts discussed, interwoven with their own knowledge and experience. Sometimes a shared experience can trigger a lightbulb moment for someone else, as they are then able to connect the dots and realise how they can apply a concept or skill to their own patients’ care.   

Constructing and synthesising new thoughts from information gathered is a skill and one to be practised. I gravitate to the constructivist and cognitivist learning theories, but am mindful other theories have their role to play and I do not think one approach explains learning fully. I agree with Petty (2009) when he says, “that learning is an active process of making sense that creates a personal interpretation of what has been learned, rather than a perfect representation of what was taught” (p. 8).  

Choosing veterinary CPD providers 

This all sounds highly theoretical, but learning theory and styles should underpin the way your CPD providers teach and provide information. When choosing a veterinary CPD provider, try to investigate the strategies they employ and see if they align to what you think you need. You’re not just looking for great vets and nurses with advanced qualifications, you’re also looking for a team of educators who can get that information across.  

At Improve International, we take pride in our teaching and learning team, who are always aiming to create the best learning experience possible no matter your preferred learning style. We’ve helped over 40,000 alumni learn effectively over the last 25 years. So, whether you’d like a practical short course or an in-depth postgraduate certificate, we can support you.

Or, for more help with your CPD goals, download our free guide to making the most of your CPD. 

Conclusion 

The final thought I would like to leave you with is to remember your intrinsic motivation. You should continuously link what you are learning to your context and how it can benefit the animals in your care. Another important thing to remember is that memory is strengthened by repetition rather than the total time you have expended on learning something, so look to build into your learning the opportunities to review and practise something a number of times. However you think you learn best, use all the modes available, as a preferred way does not necessarily equate to the best way. Therefore, repeating concepts, practising skills and linking back to information you already know will maximise your potential to embed any new knowledge and skills and get where you want to go.  

References:  

Avis, J., Fisher, R., & Thompson, R. (Eds.) (2015). Teaching in Lifelong Learning A Guide to Theory and Practice (2nd ed.). Maidenhead: Open University Press.  

David, L. (2015). Social Learning Theory (Bandura). Retrieved from https://www.learning-theories.com/social-learning-theory-bandura.html.  

Petty, G. (2009). Evidence-Based Teaching (2nd ed.). Oxford.  

Author: Charlotte Taylor, BVSc & MRCVS, PGCE, Product Development Manager of Improve Veterinary Education