• Partner with Clinical Skills team members (faculty and staff) in the design, development, delivery, and refinement of the Clinical Skills course within the pre-clinical veterinary medical doctorate curriculum.
• Demonstrate clinical skills and assess student learning through commitment to objective structured clinical exams (OSCEs): develop rubrics for and launch assessments of hands-on skills as opportunities to “check in” with students and provide constructive feedback on opportunity areas for growth.
• Collaborate with faculty leading organ-system block courses to ensure integration of the clinical skills curriculum across the continuum of the program and deliver curriculum content to veterinary students within the CVM vision of inclusive, evidence-based Team-Based Learning and Peer Instruction pedagogy.
• Contribute to and/or design low-fidelity non-animal teaching tools (models and modules) to maximize student proficiency and competence when it comes to performing techniques or procedures.
• Contribute to the clinical year training by leveraging experience with equine and/or production animal species to support the development and implementation of opportunities for clinical training in large animals.
• Participate in the development of elective courses for students with an interest in large animal, mixed animal, and/or equine practice and assist in identifying and coordinating supporting expertise for the electives.
• Be accessible to diverse cohorts of veterinary students for office hours and scheduled meetings to assist students with learning.
• Engage in ongoing assessment and professional development and participate in programs and professional organizations to facilitate innovation and application of best practices for clinical skills education.
• Engage in the CVM collegial community, the university community, and the larger global academic community through participation in shared governance, advisory committees, and academic/professional society meetings.

Knowledge, Skills & Abilities:

• Understanding of educational pedagogy and active learning as it relates to the clinical sciences.
• Exposure to and/or formal training in communication (e.g. Calgary-Cambridge model).