About the Role
At Harper & Keele Veterinary School, we have established a team of Veterinary Professional Preceptors with coaching qualifications who provide academic coaching and mentorship to our students as they progress through the 4th and 5th year of the Bachelor of Veterinary Medicine and Surgery (BVetMS) programme. By recruiting qualified veterinary professionals into this uniquely student-centric role we continue to develop a dynamic and diverse team of preceptors who uphold the precepts of professional development, reflective practice, performance optimisation, self-regulation and life-long learning, allowing our students to develop autonomy in their learning and establish their own professional identity.
Working individually with two groups of up to 15 students per group, and collectively as a team supporting the 4th and 5th year clinical year students, the professional preceptors maintain a community of student learning and engagement within their groups, optimise and tailor learning outcomes, manage expectations, promote feedback-seeking behaviours, foster effective reflective practice and ensure each student adopts an individualised, holistic and relevant approach, not just in achieving the requisite day one competences, but in their development of their early career as a veterinary professional.
Informal training will be provided for successful appointees, which will include Veterinary student specific wellbeing and academic mentoring. As a team of mostly certified with some in-process certification as Academic Coaches; we work together formulating our student coaching approach.
Appointment will be offered on a fixed term 0.8FTE basis and can be tailored to accommodate a variety of flexible working patterns. Agile working will be an inherent component of the preceptor role, which combines weekly on-campus activities such as facilitation of tutorials, simulations and workshops. Successful candidates will be expected to travel to either the Harper Adams or Keele campus, or to partner practice sites (nationwide) depending on where the post-holders preceptees are based at that time.
This post will provide autonomy in workload planning and require some agility to tailor the level of student support provided according to the phase of teaching or placement.