Overall, this two-week intensive provided students an opportunity to focus on professional and personal development, and despite technical issues with a hybrid delivery, students engaged positively with the material and contributed to learning activities both during and outside of structured class time. The key themes that emerged from student feedback are summarised below, and where relevant, a response to student suggestions for improving the Unit is provided: 1. Teaching quality was ranked highly (93% agreement). Many students commented about the enthusiasm and commitment of the teaching staff and how they felt motivated to learn. The organisation and structure of the classes and unit of study as a whole was also a positive for students. 2. Access to valuable learning resources was also a strength of the unit (97% agreement). Efforts were made to improve the UoS Canvas site structure based on 2021 feedback and it’s great to see the students respond positively to the changes. 3. Students felt part of a learning community (97% agreement) and were actively engaged in their learning (86% agreement). Co-teaching was introduced into this unit to better support and actively engage students in the learning process. My aim was to create a safe and supportive learning environment where ideas can be shared openly, and to demonstrate the team-based approach we want students to adopt as part of their professional development. The student feedback indicates these aims were achieved. 4. Effective communication was established by the teaching staff (96% agreement) and students appreciated the in-class discussions, the regular coms through Canvas announcements and email, as well as the sharing of ideas via the discussion board. 5. Importantly, students were able to see the link between the assessment tasks, the learning outcomes, and the different learning activities (93% agreement). The Professional Practice curriculum aims to develop the skills, knowledge and attributes essential for success as a veterinarian regardless of what the future role of veterinarians will look like. For this reason, professional ethics, communication, emotional intelligence, reflective practice, leadership and self-care form the foundations of this unit, and it is encouraging to see that students responded positively to the content of this unit and most engaged fully with the learning activities. It is also encouraging to see that the adjustments made to some of the learning activities led to better alignment within the unit as was evident from the students being able to link assessment to learning outcomes and activities. In the open comments students provided invaluable feedback on how the unit could be improved. 1. Clarity around pre- and post- class activities, due dates, compulsory vs. optional tasks etc. 2. Smoothing out technical issues associated with hybrid delivery 3. Better explanation of group assessment task earlier on. 4. Improve Canvas layout to make it easier to navigate Response to student suggestions: 1. Expectations for pre-and post- class tasks will be made explicit during the first class. Announcements about what task should be completed before next class will be made at the end of each class. New Canvas structure should also make this clearer. 2. Before start of semester I will be meeting with IT tech support to go over troubleshooting strategies to deal with the common issues that I experienced last year. 3. More time will be spent in the first class explaining the assessment requirements. More scaffolding will be provided for completing the assessment in a timely manner. For example, - In class time has been timetabled for students to plan their group presentation - scheduled lunch time drop-in session to answer any student questions about the assessment - students will submit a proposal for peer review as part of the planning process. 4. VETS6101 Canvas site is being redesigned with input from the School Educational Designer.