Your data on MRCVSonline
The nature of the services provided by Vision Media means that we might obtain certain information about you.
Please read our Data Protection and Privacy Policy for details.

In addition, (with your consent) some parts of our website may store a 'cookie' in your browser for the purposes of
functionality or performance monitoring.
Click here to manage your settings.
If you would like to forward this story on to a friend, simply fill in the form below and click send.

Your friend's email:
Your email:
Your name:
 
 
Send Cancel

Teaching in practice
Time, enthusiasm, resources and skills are all challenges to teaching provision.
People want to learn - have you got the skills to teach them?

Teaching in practice. Do we want to do it? Have we the skills? What's in it for us? Those were some of the questions posed by Nottingham vet Dr Liz Mossop at BSAVA Congress this morning (5 April).

We are all teachers in our practices. Whether we are helping to train veterinary nurses, participating in lunchtime training sessions or discussing cases with colleagues. Teaching and developing skills is a rewarding process, but there are many challenges to providing good teaching in practice.

Time, enthusiasm, resources and skills are all challenges to teaching provision, but the greatest of these is time. This is why it is essential that specific time is put aside for training purposes.

Some of the traits that make a good teacher are patience, enthusiasm, inspiration and support. However, a good teacher must also be approachable and understanding.

We are all teachers in our own way and we are carrying out a variety of activities. We are being a role model, we are developing resources, we are assessing, planning, giving information and acting as a facilitator. It is likely that over time we will act as teacher, mentor and coach (i.e. teaching new techniques, mentoring when issues need to be fixed and coaching for new roles and responsibilities).

Teaching in practice means teaching adults who are usually self-motivated and learn better by experience. Your teaching needs to reflect this, so it is important that the lessons are structured. The acronym LATER is useful in this context:

L - learning, define the desired learning outcomes
A - activate any prior knowledge ie. what do the learners already know?
T - teach, deliver the skills and knowledge required
E - evaluate both the learner's skills and your own skills in giving information throughout
R - reflect and refine all the time.

Dr Mossap's top tips for teaching in practice are: always think about how you learnt your skill, always ask the learners how well they are learning and always give feedback.

 

Become a member or log in to add this story to your CPD history

Voting opens for BEVA Council

News Story 1
 Eligible members of BEVA will be able to vote for their Council team until Monday, 17 August 2026. Members will have received an election email on 17 July.

There are five candidates standing for four available places on Council. They are:

  • Alexandre Triguino
  • Angela Jones
  • Beth Bryant
  • Holly Rees
  • Hugh Somerville
Full profiles for each candidate can be found on the BEVA website

Click here for more...
News Shorts
Government releases latest bluetongue statistics

APHA has confirmed the number of bluetongue cases that have been logged in the UK since 1 July 2026.

The total number of BTV-3 cases, as of 6 August, is 187. This includes 183 cases in England and four cases in Wales.

There have been no recorded cases in Scotland and Northern Ireland.

The location of premises in Great Britain where at least one animal has tested positive by PCR for BTV-3, BTV-8 or BTV-12 is available on the bluetongue case map. All livestock keepers in Great Britain are urged to familiarise themselves with nation-specific bluetongue control policies.

Bluetongue virus is a notifiable disease. It is a legal requirement that any suspicions, even if livestock has been vaccinated, are reported immediately.