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A course in communication skills has been developed specifically for veterinary students, based on those delivered at many medical schools, and making extensive use of professional actors as simulated clients. Its aim is to raise awareness of the importance of communication among veterinary undergraduates at all stages of the curriculum, and it allows them to role-play in acted-out scenarios. Facilitated small groups provide an environment in which students can receive feedback on their own performance and also give feedback to their colleagues. An independent evaluation suggests that the opportunity to role-play increased the students' confidence in communicating with others. They were able to identify their personal strengths as communicators and gain insights into the aspects of communication they could improve. Feedback and subsequent discussions were highly valued, with the actors playing a crucial role in providing feedback from the client's perspective. Students were able to use the knowledge they acquired when consulting with real clients. Most of the students suggested that the course should continue in its current format, but with more time provided for it in the curriculum.

This paper presents the responses of veterinary surgeons to a pilot scheme initiated by the SILVER project. The scheme was designed to increase communication between a veterinary school, host practices and students undertaking extramural study ("seeing practice') and to provide a more structured use of the students' time. The work is set in the context of recent interest in work-based learning as part of undergraduate education, the approach being based on experience gained from a number of professions, including veterinary science. Students were required to identify and communicate their personal learning objectives to host practices in advance of their arrival, and practices were asked to collaborate in a new system for recording students' progress. The paper presents an analysis of the evidence obtained from questionnaires sent to pilot practices. It shows that all the elements of the scheme had been received favourably and had had a positive impact on student learning. The findings are discussed in relation to the development and implications of an educational strategy for extramural study.

In 1988, the Faculty of Veterinary Science, University of Liverpool, introduced a system of teacher appraisal, following the report of a faculty working party. The system is designed to provide information which will help the personal development of teaching skills, and also to provide the information required by the university for promoting a lecturer to senior lecturer. It incorporates opinions from students, collected formally by means of questionnaires, and from personal peers chosen by the lecturer, and a self-appraisal record which forms the basis of an annual review from the head of department. Official peers, drawn from both the veterinary faculty and the department of education and extension studies, are trained and used in pairs, to assess and report on staff eligible for promotion. The system has been evaluated by a research assistant funded by the University Funding Council.