Making the Most of Travel Time for Teaching and Learning in Ambulatory Practice: A Focus Group Study With Students and Veterinarians

During ambulatory practice, veterinary students spend time traveling between visits with the veterinarian. Focus groups were conducted in person with final-year veterinary students (six groups, 25 students in total) and online with veterinarians involved in teaching at production animal ambulatory practices (six groups, 23 veterinarians in total) to investigate how the time in the vehicle was used for student learning and explore the experiences of both groups in depth. A process of inductive, reflexive thematic analysis was used to analyze the focus group data. Non-clinical discussions were important to build rapport and help create an environment conducive to learning. Travel time on the way to the farm was used to discuss the upcoming visit, establish student knowledge level, and set expectations for involvement with cases. Travel time after the visit was useful for de-briefing. Clinical discussions enable students to apply their knowledge to real-life cases. Prior awareness of planned work to facilitate preparation for clinical discussions in the vehicle was important to the students, as well as the veterinarian's questioning style during clinical discussions. The time students and veterinarians spend traveling between visits is unique to ambulatory practice and represents a valuable opportunity for teaching and learning. Our study findings can help universities enhance training for veterinarians involved in teaching students during ambulatory rotations and improve student preparation so that both veterinarian and student can use the time in the vehicle as effectively as possible to support and enhance learning.