Today's Veterinary Business

FEB 2019

Today’s Veterinary Business provides information and resources designed to help veterinarians and office management improve the financial performance of their practices, allowing them to increase the level of patient care and client service.

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48 Today's Veterinary Business Community Community EDUCATION Dr. Bob Lester is chief medical officer of WellHaven Pet Health and a founding member of the Lincoln Memorial University College of Veteri- nary Medicine. He serves on the North American Veterinary Community board of directors. Dr. Jason W. Johnson is dean of the Lincoln Memorial University College of Veterinary Medicine. oversight and outcomes. In addi- tion, data from these private prac- tice experiences can be integrated with pre-clinical mapping, and adjustments can be made to create marketplace-ready graduates. Greater market value. The American Veterinary Med- ical Association's 2018 new-gradu- ate survey data showed that LMU students received more job offers per person than the national aver- age, a higher national mean and median starting salary, and a higher mean and median signing bonus. We believe this is, in part, due to the immersive distributive model. More repetitions. Students in busy practices see more cases. Engaged clinical partners. This one is huge. Clinical partners — those who help educate our students — desire to be a part of the future of veteri- nary medicine, period. They have joined our curriculum and admis- sions committees and the Clinical Affiliate Advisory Board. They enjoy giving back to education, and they provide a real-time feedback loop to address any gaps in curriculum and training. New opportunities to take on leadership. Many corporate clinical affiliates have created ambassador pro- grams in which students oversee a budget, do integrative visits and elevate their resume, communica- tion skills and leadership profile. The practitioner. Veterinarians love having students around. Young minds in- vigorate and elevate the office and challenge the status quo. Sheer tempo. Private practices provide students with real-world, think-on-their- feet learning opportunities before graduation, better preparing them to begin their career running. Variety. The range of clinics in which students rotate afford the opportunity to learn various operational methods, different practice management systems, various pricing structures and different work cultures. All this produces a more informed soon- to-be practitioner. Confidence building. Any person who has prac- ticed veterinary medicine knows that a clinic is an actual living organism with complex elements that bombard the veterinari- an — from diagnosis, treatment plans, client communication, team building and surgery to phone calls, conflict resolution, product selection and life. This is the real training ground. Students experi- ence it all. The interview. In reality, distributed learners turn each experience into a great opportunity for future employment, aligning students and employers philosophically, culturally and medically. Diverse patient mixes. We all know how a chasm can exist in private practice between the clinical presentations and treatment profiles. Strings of TPLOs can be achieved if the learner wants it, but diversity in clinical caseloads builds confidence to do the common things uncommonly well. Confident and competent is our motto. Diverse cost of treat- ments. These vary based on geography, socioeconomic status and practice. Distributed learners see it all and learn how to meet indi- vidual patient and client needs. Community engage- ment. Many students jump into local activities. Eventual placement. Some distributed learners like the experience so much that they end up settling there, many of them in rural places. Twenty-eight percent of students in LMU's first graduating class went to work in Appalachia, a chronically under- served region. Platform for novel partnerships. Not-for- profit and private entities provide fertile ground for partnerships between colleges and partner institutions, leveraging each other's innate strengths. It's Good for Everyone What enables the distributive learning model to work? Malcolm Gladwell believes that adoption and uptake of novel ideas are all about timing. We tend to think tim- ing probably plays a large role in the model's success, and we think the chief factors are these: • Veterinary practices want to be part of the educational system. Veterinarians are smart individuals. Until now, no one asked them to really, really engage students eye to eye, day to day, in hand-to- hand combat at the level of the private practice and equip them to do so by teaching as- sessment and feedback skills. • In order to implement the distributive model, academia had to be able to log and capture quality outcomes. Enabling technology is avail- able and is all mobile. In fact, in the near future, technology will permit even more novel learning approaches. Virtual rounds, case studies and learning groups that pro- fessors, students and prac- titioners alike can easily join is but a push button away. Electronic portfolios that describe in detail the learn- er's profile, including med- ical record SOAP examples, scientific articles, learning outcomes and evaluations by the learner and clinician are all readily available. • Our students want this learning model. The learners of today and tomorrow desire to own their learning record, build a profile, select their clinics, curate their life, get hands-on with patients and give back to the communities. Veterinary medicine has the chance to expedite the rate at which we provide value to our students, clients and practices as well as to the scientific community and society as a whole. Providing curated learner-centric experiences that students select aligns with their career interests. Our sincere hope is that we continue to explore, implement and refine new models of delivering quality, outcomes-based education congruent with our veterinary mis- sion and society's needs. 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Lincoln Memorial veterinary student Sam Allie performs a preoperative assessment during a rotation in Knoxville, Tennessee.

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