Practical Use of the (Observer)—Reporter—Interpreter—Manager—Expert ((O)RIME) Framework in Veterinary Clinical Teaching with a Clinical Example

Abstract

This review explores the practical use of the (Observer)—Reporter—Interpreter—Manager—Expert ((O)RIME) model in the assessment of clinical reasoning skills and for the potential to provide effective feedback that can be used in clinical teaching of veterinary learners. For descriptive purposes, we will use the examples of bovine left displaced abomasum and apparently anestric cow. Bearing in mind that the primary purpose of effective clinical teaching is to prepare graduates for a successful career in clinical practice, all effort should be made to have veterinary learners, at graduation, achieve a minimum of Manager level competency in clinical encounters. Contrastingly, there is relatively scant literature concerning clinical teaching in veterinary medicine. There is even less literature available on strategies and frameworks for assessment that can be utilized in the different settings that the veterinary learners are exposed to during their education. Therefore, our intent for this review is to stimulate and/or facilitate discussion and/or research in this important area. The primary aim of preparing this review was to describe a teaching technique not currently used in the teaching of veterinary medicine, with potential to be useful.

Keywords

• animal science
• clinical activities
• clinical practice
• teaching
• traditional academic setting
• veterinary learners