Overall, this two-week intensive provided students an opportunity to focus on professional and personal development. 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 (96% agreement). Many students commented about the enthusiasm and passion demonstrated by 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. Students enjoyed the interactive nature of the classes and the engaging and open discussions. 2. Students indicated that they developed professional skills, knowledge and attitudes that will be relevant for their future (96% agreement). This is the core objective of VETS6101 and this response confirms the importance and relevance of this unit to DVM students. 3. Students felt part of a learning community (92% agreement) and were actively engaged in their learning (92% agreement). Co-teaching was introduced into this unit to better support and actively engage students in the learning process. The 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 are being achieved. 4. Effective communication was established by the teaching staff (92% agreement) and students appreciated the in-class discussions, the regular comms 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 (92% 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. Improve Canvas layout to make it easier to navigate. 2. Teach each topic/theme as a block. 3. Improve organisation of groups Response to student suggestions: 1. In 2023 a new Canvas structure was introduced across all DVM units. The aim was to provide consistency for students when navigating Canvas sites. Further work will be done in consultation with the Education Innovation team to improve this structure and enhance the end-user experience. 2. Efforts are always made, where possible, to deliver the content in topic blocks and maintain delivery continuity of key themes such as Ethical Reasoning, Communication, and Leadership and Collaboration. However, because multiple staff teach into the UoS, there are sometimes scheduling restrictions which interfere with this due to staff availability. 3. It was unclear which aspect of “the organisation of groups” students wanted changes made to. Groups are randomly allocated for a group assessment task. In future, more consultation will occur about how groups are formed.