From Learning to Leading: Unleashing Veterinary Students’ Expertise through Mock Conferences

Our University of Arizona College of Veterinary Medicine doctoral students practice communication skills and develop confidence during presentations by participating in mock conferences designed to aid them in learning. The Respiratory Disease Fair, organized by Dr. Sharon Dial, Research Scientist, and Dr. Sallianne Schlacks, Assistant Professor of Practice, focused on familiarizing students with key features of “day one” diseases that recent graduates are most likely to see right away upon beginning to practice veterinary medicine. While developing presentations, students can hone their ability to synthesize information from multiple sources, communicate effectively in veterinary medicine, and bolster their confidence in their subject area knowledge, encouraging them to view themselves as experts and veterinarians-in-training. 

“The mock conferences were the suggestion of our instructional designers with two purposes: expand the students’ exposure to multisystemic diseases that we did not have time to cover in class and give students an opportunity to get up out of their seats and practice presenting information as they would in a medical conference. I was pleasantly surprised at how positively the students viewed the assignment. It was the highlight session of the entire course. While not completely devoid of stress, they all enjoyed the opportunity to share new information with their classmates, faculty, and staff. Conversely, we all enjoyed the learning experience as we listened to their well-prepared presentations and their excellent responses to questions,” said Dr. Sharon Dial.   

Instructional designer Daniel Johnson reiterated that mock conferences “provide a low-stakes environment to practice presentation skills and get a taste for what presenting at a professional conference might be like.” Additionally, because students are expected to explore key features of important diseases in veterinary medicine, the conferences also aid students in NAVLE preparation. 

This unique context provides a change of pace from how class sessions are typically structured. All students participate as a part of their team-based learning (TBL) groups and present individually or in small groups as the rest of their team circulates to watch the other presentations. Learning in this context is student-centered and encourages a more profound understanding of the topics since presenting requires more knowledge than taking an exam would. In addition, because other students, staff, and faculty can ask questions from the audience, presenting students gain experience answering questions and are inspired to research more deeply and ask further questions themselves. 

Inspired by their own experiences in the career field, our faculty continually foster the skills that will result in day-one-ready veterinarians. Our instructional design team frequently proposes ideas for valuable learning opportunities that aid students in retaining knowledge and gaining confidence. Thanks to the efforts of faculty and staff, students develop vital skills and become ready to share their knowledge with their professional communities.