Amanda Boag's Reflective Report

Researchers and policymakers have acknowledged that teachers have theories they can offer that could assist in the growth of knowledge for better teaching practices. Today’s teachers are reflective practitioners who apply knowledge in action (Knowles, Squire and Cole, 1999). This means that one must understand, evaluate, and improve their practice by reflecting upon their experiences, the wisdom gained from one’s and other’s experiences if they are to improve their teaching practice. It is from this point that I set out to evaluate and reflect on my own teaching practice. This reflective essay will illustrate elements such as the Gibbs reflective cycle, Amanda Boag’s inspiration on my teaching practices, how I prepare and acquire coursework

Amanda and a plethora of other veterinary medicine surgeons propose that training of veterinary students should be focused on evidence-based medicine (Harrison, 2017). Through her various publications, she highlights the need for veterinary medicine students and practitioners to be emergency ready (Boag et al., 2016). Emergency readiness is best learned through evidence-based medicine practice which helps empower teachers and students with the practical knowledge necessary for the enhancement of critical care. Boag et al. (2016) advice that for efficient student training teachers should instil effective communication skills within their students. It is crucial to inform and train our students to show aptitude and interest when dealing with emergency patients. I have taken it upon myself to touch on a bit of these professional requirements for my students, even though such is offered under certain certificate and professional courses for veterinary surgeons and nurses that want to develop their careers further. Moreover, applying Amanda’s tried and tested training criteria, I have focused on empowering my students to have a proper stabilisation and triage technique. Standardising the triage procedure ensures that nothing is missed during assessment and that stress within the work environment is reduced (Boag et al.,

The new form of teaching practice looks at behaviours based on thought-out educational plans, the context under which the plans will be executed, and the learning outcomes of the learners (Zeichner, 2008). Cochran-Smith and Lytle (1993) argued that teachers are now at the centre of expanding knowledge, and it is no longer a presumed role for the faculty. From this new development, there developed a reflective practice which underpinned the need for educators to play an active role in the leadership and reform of schools and their