Jasmine Courtney
e-Portfolio
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REFLECTIONS
As student studying in a new field of interest particularly in a clinical environment it is an essential skill to be able to reflect on and review experiences in order to become a more well rounded and developed professional. Therefore here I will keep a record of reflections throughout my period of studying, this will be extremely beneficial for me to look back on in the future.
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Reflection: Internal Placement Day
The internal placement day was my first day in attendance at university, therefore I was feeling a mixture of different and conflicting emotions such as excitement but also anxiety! Anxiety is extremely common in university level students with up to 60% struggling with some sort of mental health issue (Zivin et al., 2009). Breath therapy has been found to be extremely beneficial in aiding students to reduce breaths per minute as well as heart beats per minute, this in turn reduces stress and anxiety levels (Vitasara et al., 2011). So next time I’ll be trying to out a little breat work on the head space app the night before if I am feeling nervous.
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The first day was hosted by Jade and Marigold to give us as students our first insight into the life of a veterinary physiotherapist. The first part of the day consisted of techniques and steps for carrying out an initial assessment, as an example we used a Labrador “Charlie” who had been previously diagnosed with hip dysplasia and had since received two operations one on each hip joint over the last few years. We focused on the importance of collecting back ground knowledge and clinical history on the animal in order to best create a rehabilitation plans. Successful rehabilitation in patients is also highly reliant on a physiotherapists ability to appropriately create a rehabilitation program, in the initial stages this is done via gait analysis, static assessment, range of motion and palpation (Marcellin-little et al., 2007). We all got involved in identifying abnormalities in Charlies movement through walk, trot and in commands such as sit.
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This was followed in the afternoon by an introduction to various pieces of equipment typically carried by veterinary physiotherapists in addition to learning more about common manual and electric therapies used in rehabilitation. This is an extremely important concept in being a physiotherapist, the ability to correctly use these techniques will significantly influence successful rehabilitation of animals. For example electrotherapy in the equine has proven useful in improving the symmetry of the multifidi muscle in turn reducing the prevalence of spinal health problems (Isbell et al., 2020). Marigold demonstrated the use of pulsed electromagnetic therapy and red light laser therapy as a technique to relieve tension in the muscles of the thoracic-lumbar spine and in the intercostal muscles.
Isbell and Knaeble. 2020. Functional electrical stimulation (FES) and the effect on equine multifidi asymmetry. Journal of equine veterinary science. 95, 103255.
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Marcelino-Little and Canapp Jr. 2007. The canine shoulder: Selected disorders and their management with physical therapy. Clinical techniques in small animal practice. 22 (4) pp. 171-182.
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Vitasari and Sinnadurai. 2011. Pyschological treatment in reduced anxiety wit biofeedback training for university students. Social and Behavioural sciences. 30, pp. 629-633.
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Zivin and Golberstein, 2009. Persistence of mental health problems and needs in a college student population. Journal of effective disorders. 117 (3) pp.180-185.
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Plate 1. Marigold demonstrating carrot stretches used for dynamic mobilisation in equine rehabilitation
Plate 2. Demonstration of a dynamic assessment on a dog with Hip dysplasia
Reflection: Legislation Knowledge
As a Veterinary Physiotherapist it is an essential part of the job to have a sound understanding on the relevant legislation and legal responsibilities you have as a professional to ensure you are operating in a safe manner compliant with law.
As a Veterinary Physiotherapist there are two pieces of legislation which are directly associated with the day to day operations of the job. This includes The Veterinary Surgeons Act 1966 and The Veterinary Surgeons Exemptions Order 2015 (Legislation.gov.uk. 2020 a,b). This legislation states that all physio work carried out on an animals must be done under veterinary referral, however there is an exemption for carrying out maintenance work on an animal. It is important to remain cautious as the lines between maintenance and physiotherapy can easily become blurred and it is important to remember that if you even slightly suspect an injury inform the owner that the animal needs to be referred to a vet for diagnosis, do not diagnose any problems yourself even if you are sure that it is the case.
It is important to have a sound understanding of legislation such as The Animal Welfare Act 2006 as ultimately on a day to day basis we may be treating animals with an injury therefore ensuring the animal is not in any discomfort or pain is one of the five freedoms that must be adhered to under the act. Chronic pain can potentially be correlated with poor animal welfare if it is not identified and managed appropriately (Buckland et al., 2014). There are also numerous inherited disease such as hip and elbow dysplasia affecting up to 20% of canines which can compromise animal welfare, since these disease are commonly managed by veterinary physiotherapist it is important to have the ability to assess welfare and ensure it is inline with legislation (Farrell et al., 2015, Rettenmaier et al., 2005). The reason why this is so important is because quality of life is deemed to be negatively impacted by chronic pain, due to the animals restricted ability to carry out day to day tasks such as exercise and social interactions (Belshaw and Yates, 2018). Having the confidence to provide accurate information and guidance to owners is key in helping to minimise and pain and discomfort in animals therefore having a competent understanding allows a physiotherapist to be more successful in their role. In cases of poor animal welfare being identified it is also important to have a sound knowledge of who to turn to if you feel the cases needs to be reported, charities such as the RSPCA are accessible 24/7 and the Animal welfare committee are an advisory body which can provide further guidance if in doubt.
When working with animals in general it is also good to have an understanding and awareness of the Dangerous Dogs Act 1991 (legislation.gov.uk. 2020c) which prohibits the ownership of four specific breeds of dog without an appropriate licence/exemption order. In the lecture as a group we found it challenging to come to a unified decision on how we would act if we suspected a dog we had been asked to treat was on the the banned list. Ultimately we conformed on the fact that we should avoid treating the animal however the group had mixed opinions on whether they would report the owner and dog to the local authorities.
Further more a sound knowledge should be held with regards to the General data protection regulation. Being a self employed physiotherapist you will be responsible for a large number of client personal data it is important that you carry out the necessary measure to ensure this information is protected. There may be scenarios in which it may be challenging to adhere to this as we discussed in the lecture, for example when an animal you have previously treated is re-homed.
References
Belshaw, Z. and Yeates, J. 2018. Assessment of quality of life and chronic pain in dogs. The
Veterinary Journal. 239, pp. 59–64.
Buckland, E.L., Corr, S.A., Abeysinghe, S.M. And Wathes, C.M. 2014. Prioritisation of companion dog welfare issues using expert consensus. Universities federation of Animal Welfare. 23, pp. 39-46.
Farrell, L.L., Schoenebeck, J.J., Wiener, P., Clements, D.N. And Summers, K.M. 2015. The Challenges of pedigree dog health: approaches to combating inherited diseases. Canine Genetics and Epidemology. 2 (3), pp. 1-14.
Legislation.gov.uk. 2020a. Veterinary Surgeons Act 1966 [online] Available at: https://www.legislation.gov.uk/uksi/2015/772 (Accessed 4th December 2020).
 
Legislation.gov.uk. 2020b. Veterinary Surgeons Exemptions Order 2015. [online.] Available at: https://www.legislation.gov.uk/uksi/2015/772 (Accessed 4th December 2020)
Legislation.gov.uk. 2020c. Dangerous Dogs Act 1991. [online]. Available at https://www.legislation.gov.uk/ukpga/1991/65/contents (Accessed 10th December 2020).
Rettenmaier, J.L., Keller, G.G., Lattimer, J.C., Corley, E.A., Ellersieck, M.R. 2005. Prevelance of
canine hip dysplasia in a veterinary teaching hospital population. Veterinary Radiology &
Ultrasound. 43 (4), pp. 313–318.
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Reflection: OSPE Examinations
As a veterinary physiotherapist it is vital to ensure that you have competent animal handling skills, this aids in minimising the level of stress experienced by the animal and ensures that health and safety practices are adhered to. Handling experience of physiotherapists and surrounding participants can determine the ability to correctly assess an animal (DuBois et al., 2018). Objectively structured practical examinations (OSPE’s) are a useful tool for the assessment of student's skill set and development in relation to modules being undertaken (Menezes et al., 2011).
On the 22nd November 2020 I undertook my first attempt at the canine and equine OSPE examinations. I felt anxious on the day due to the anticipation of being examined on my abilities, this is extremely common in the lead up to exams and can result in poor performance (Trifoni and Shahini, 2011). Evidence suggests that this can be minimised and exam performance improved by writing down and assessing the cause of these feelings (Poorman et al., 2019) therefore I will be trying this in the future to see if it works for me! Although I felt anxious I knew that the OSPE’s were necessary to help prepare me for future practical exams as well as to ensure I have a satisfactory ability to present and handle animals in the safest manor possible. In addition due to the current pandemic in the UK I felt nervous with regards to travelling from my local area and being in close contact with other people from around the country, it has been recognised that coronavirus has accounted for psychological distress and can impair functionality (Lee et al., 2020).
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To help prepare myself I familiarised myself with the Code of practice for the welfare of Horses, Ponies, Donkeys and their Hybrids (2013). As I have less recent experience in handling horses than canines, I felt the extra research was necessary. I was feeling more nervous regarding this section of the examination however the extra research I completed before hand gave me a confidence boost. During the handling session I competently carried out all the tasks required and only missed a few minor things due the pressure I felt, an example includes double checking all of the buckles. My performance resulted in me achieving a borderline pass for this section of the exam. It is key that when out practicing I act with confidence as I know that when I feel stressed it is more likely to make the horse feel more stressed in addition it is part of acting in a professional manner in front of the customer therefore I will be adding this to my personal development plan. It has also been found that those who are more confident and emotionally resilient tend to be more successful in starting their own business (Newman et al., 2019; Owens et al., 2011), I believe I will gain more confidence in myself as the course progresses and by reflecting on my experiences. I believe I spent too much time worrying about the equine handling that I did not focus enough time considering the steps I need to follow for the canine handling session. However, I still managed to achieve a borderline pass in the canine handling OSPE meaning I will not have to re-sit any of the examinations in the coming year, this left me feeling relieved and more confident in myself. In the canine examination I was advised that I should communicate more clearly the reasons why I am doing things the way I do them, when practicing this is important as the owner of the animal will be particularly interested in what is happening to their dog. As a result of this feedback I will also be including “controlling anxiety/improving communication” in to my personal development plan.
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References:
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British Horse Council (2017). Code of practice for the welfare of Horses, Ponies, Donkies and their Hybrids. London: Department for Environmental, Food and Rural Affairs. Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/700200/horses-welfare-codes-of-practice-april2018.pdf (Accessed 28th December 2020).
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DuBois, C., DeVries, T., Haley, D.B., Lawlis, P. and Merkies, K. 2018. Putting an On-Farm Welfare Assessment Tool into Practice in the Canadian Equine Industry – A Pilot Study. Journal of Equine Veterinary Science. 63, pp. 35-40.
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Lee, S.A., Jobe, M.C., Mathis, A.A. and Gibbons, J.A. 2020. Incremental validity of Coronaphobia: Coronavirus anxiety explains depression, generalized anxiety, and death anxiety. Journal of Anxiety Disorders. 74, 102268.
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Menezes, R.G., Nayak, V.C., Binu, V.S., Kanchan, T. Rao, J., Baral, P. and Lobo, S.W. 2011. Objective structural practical examination (OSPE) in forensic medicine: Students’ point of view. Journal of Forensic and legal medicine. 18 (8), pp.347-349.
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Newman, A., Obschonka, M., Schwarz, S., Cohen, M. and Nielsen, I. 2019. Entrepreneurial self-efficacy: A systematic review of the literature on its theoretical foundations, measurement, antecedent and outcomes, and an agenda for future research. Journal of Vocational Behaviour. 110 (Part B), pp. 403-419.
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Owens, K.S., Kirwan, J.R., Lounsbury, J.W., Levy, J.J. and Gibson, L.W. 2011. Personality Correlates of Self-Employes Small Business Owners’ Success. Work. 45 (1), pp. 73-85.
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Poorman, S.G., Mastorovich, M.L. and Gerwick, M. 2019. Interventions for Test Anxiety: How Faculty Can Help. Teaching and Learning in Nursing. 14 (3), pp. 186-191.
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Trifoni, A. and Shahini, M. 2011. How Does Exam Anxiety Affect the Performance of University Students? Mediterranean Journal of Social Science. 2 (2), pp. 93-100.
Reflection: Pathophysiology Assignment
As part of the Pathophysiology module we were required to complete a critical review of the literature in relation to the healing of a structure in either the equine or the canine. For the review I choose to focus on tendon healing in canines, it had been advised previously that we could focus on a structure as a whole rather than a specific injury however upon receiving feedback from my assignment I learnt that my topic area was to broad. The feedback I received was slightly confusing as I felt I had been misled by being told originally that being broad was ok and then receiving the feedback advising I was not specific enough, it is common for students to be emotionally impacted by feedback received relating to assignments (Shields, 2015). Upon reflection it would have benefited me to have chosen a more specific structure such as the common calcaneal tendon as we had a very limited word count. This would have helped to ensure that all the relevant information was sufficiently covered. I was proud of the level of additional reading I had completed for this assignment and this was reflected in my feedback from the module leader. I also feel confident in my ability to correctly present assignments in a formal manner, including references. For this assignment I had to include a reference style which I had never used before, the feedback I received on this was good and thankfully I had made no mistakes in my referencing format. Positive feedback on work has been shown to support individuals in developing confidence and belief in tasks completed (Eva et al., 2012). Reflecting on my knowledge this assignment has really aided me in improving my critical writing skills additionally It gave me a helpful refresher on the anatomy relating to the healing of structures and new insight into the types of rehabilitative measures that should be applied throughout different phases of repair. This will be extremely beneficial to me in my second year further to when I graduate and begin practicing. Overall, the feedback I received will help me to develop as individual and ensure that the work I produce in the future meets criteria set (Kelley and Mclaughlin, 2011).
References
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Eva, K.W., Armson, H., Holmboe, E., Lockyer, J., Loney, E., Mann, K. and Sargeant, J. 2012. Factors influencing responsiveness to feedback: on the interplay between fear, confidence, and reasoning processes. Advances in Health Sciences Education. 17, pp. 15-26.
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Kelley, C.M. and Mclaughlin, A.C. 2011. Individual Differences in the Benefits of Feedback for Learning. Human Factors: The Journal of the Human Factors and Ergonomics Society. 54 (1), pp. 26-35.
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Shields, S. 2015. ‘My work is bleeding’: exploring students’ emotional responses to first-year assignment feedback. Teaching in higher education. 20 (6), pp. 614-624.
Reflection: Anatomy Knowledge
As a veterinary physiotherapist it is essential to have a sound knowledge of animal anatomy and physiology. Numerous methods of learning have been found beneficial in supporting development of anatomy knowledge. Dissections both observed and being completed by the student themselves has been proven to improve exam success rates (Johnson, 2002; Whelan et al., 2017). However it is also important to consider that everyone has a different learning style and it is important to find which way works best for you as an individual (Pashler et al., 2017).
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Overtime I have recognised that I am a verbal and solitary learner. Therefore when revising anatomy I find the easiest way for me is repetition, reading note cards out loud over and over again as well as re-writing them again and again. It has also be recognised that enhanced lectures (including activities) and cases studies can also significantly benefit verbal learners (Bromley, 2013). Therefore this is something to consider for future revision purposes and discovering other learning techniques that suit me will be included in my personal development plan.
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The Covid-19 pandemic significantly impacted my cohort’s anatomy lectures, due to the restrictions in place attendance to live sessions was compromised. At the beginning of the year we had one live dissection session and it is hoped that further dissections will be completed before the end of the year as risk reduces. I felt I significantly benefited for the initial practical session so look forward to further dissections.
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The biggest limitation to my anatomy knowledge is finding enough time to commit to revising on a regular basis. I feel competent in my knowledge of the equine and canine Skelton and muscles however learning the origin, insertion and innervations have proved much more challenging than initially anticipated. I have included in my personal development plan that I will aim to dedicate a certain amount of time per week purely to anatomy revision.
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Bromley, P. 2013. Active learning strategies for diverse learning styles: Stimulations are only one method. Political Science and Politics. 46 (4), pp.812-822.
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Johnson, J.H. 2002. Importance of Dissection in Learning Anatomy: Personal Dissection Versus Peer Teaching. Clinical Anatomy. 15, pp. 38-44.
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Pashler, H., McDaniel, M., Rohrer, D. and Bjork, R. 2008. Learning Styles: Concepts and Evidence. Pyschological Science in the Public Interest. 9(3). Pp. 105-119.
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Whelan, J.H., Leddy, J.L. and Ramnanan, C.J. 2017. Benefits of extracurricular participation in dissection in a prosection-based medical anatomy program. Anatomical sciences education. 11 (3), pp.294-302.
Plate 1. Observing canine teeth at work to estimate age
Plate 2. Dissection of equine carcass focusing on the neck and trunk
Reflection: Module Overview
As identified in my personal development plan this module has aided me in developing my skills to a level 7 learner standard, additionally it has helped me gain a sound awareness of the qualities needed to be a successful veterinary physiotherapist and begin to take the steps towards achieving these.
E-portfolios often compromise of multiple different tasks aimed at supplementing students learning, reflections are a common component found in portfolios and learners have been found to find reflection beneficial in identifying weaknesses in there work and finding new ways to further there skills (Wetzel and Strudler, 2006). I personally experienced the same feelings, being able to go back and reflect on what I've done well or what I have struggled with will help me to achieve a high level of work in my second year. I also found the portfolio beneficial in organising my work and believe it will be useful to look back on to see how I have progressed in the future. E-portfolios have also been found to significantly benefit students by allowing them to be responsible for their own learning as well as breaching the gap between being a student and a working professional (Landis et al., 2015). I found that creating a web page really aided me in being able to see the bigger picture to view myself as a fully qualified veterinary physiotherapist in the future. This has kept me motivated and driven to achieve the best I can throughout the year.
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Wetzel, K. and Strudler, N. 2006. Costs and Benefits of Electronic Portfolios in Teacher Education: Student Voices. Journal of Computing in Teacher Education. 22 (3), pp. 99-108.
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Landis, C.M., Scott, S.B. and Kahn, S. 2015. Examining the Role of Reflection in ePortfolios: A Case Study. International Journal of ePortfolio. 5 (2), pp. 107-121.