The role of the EMS provider

As an EMS provider, you are playing a crucial role in shaping the next generation of vets. The following guidance aims to give you an understanding of your responsibilities. It applies to providers of all types.

On this page:

• Policies and procedures
• Point of contact
• Student knowledge expectations
• Tips for providers

Policies and procedures

Health and safety

All providers should follow appropriate health and safety procedures to protect the EMS student as well as their employees. These procedures must comply with health and safety law.

Anti-discrimination

All providers are expected to operate in line with anti-discrimination policies.

You must ensure that all students attending your placement are not mistreated based on their:

• age
• gender
• religion
• any other protected characteristic.

Remember students come from diverse backgrounds. Behaviour or terminology that might be intended as harmless could still be upsetting or offensive. 

Religious clothing and beliefs

The RCVS has developed guidance on accommodating religious attire and beliefs in veterinary education and clinical placement settings.

Read the guidance

Code of conduct

Some establishments have found it helpful to establish a code of conduct when offering EMS placements.

This provides students with guidance on their:

• expected behaviour
• role limitations
• dress code
• interpersonal relationships with staff, and more.

If you have a code of conduct (or similar document), you should ensure it is available well in advance so that students have sufficient time to review it and prepare.

Indemnity insurance

Providers are expected to have professional indemnity insurance (or equivalent) in place. Veterinary schools will confirm this.

Students will also be advised to have their own insurance in place before attending your establishment.

Point of contact

Having a designated person at your placement location who oversees EMS students ensures the best experience for student and provider.

This person can:

• discuss with the student their proposed individual learning objectives, clarifying whether they’re realistic within your workplace
• liaise with the team to prepare them before the student begins their placement.

Student knowledge expectations

Before hosting a student, it’s important to determine their current academic progress in order to plan appropriate activities for them.  

Curriculum paths vary at each vet school. A third year student at one university may have a different set of skills and knowledge to a third year student at another.

Encourage students to ask questions whenever possible. You might be busy, but making time to support the student to the best of your ability is crucial to their development.

Supporting the student in this way has a number of benefits:

• It helps them consolidate their skills in a workplace environment.
• It gives them means for development.
• It gives you a sense of achievement as a provider.
• It builds trust between you and the student.

Feedback

During the placement

Providing students with regular, constructive feedback during their placement can help improve their understanding and commitment.

Even when feedback isn't entirely positive, it should be delivered in a helpful and encouraging manner. 

After the placement

At the end of a student’s placement, you’ll be asked to:

• complete a feedback form provided by the school, and
• have a short discussion with the student about their progress.

The information you provide helps schools assess individual students and identify any areas where the student requires support. It also helps students review their progress before their next placement.

Confirmation of attendance

Schools may also need you to confirm a student’s attendance on the placement. This ensures that the placement counts towards their EMS weeks.

Student review of the placement

Schools may ask their students to complete an EMS placement feedback form. 

The information students provide enables schools to evaluate their EMS programme. It also informs any feedback given to placement providers.

You may be asked to give feedback on the student directly to the vet school. You may also receive feedback from the vet school and/or the student regarding their experience during the placement.

Tips for providers

• Remember that not all students arriving on a placement are the same. Some will need an alternative approach to ensure they get the most from the placement.
• Communicate clearly and explicitly. Avoid being vague in your direction and instructions. Try and establish a shared understanding early on with regards the best way to communicate with the student. 
• If you are hosting neurodiverse students, consider supportive strategies. ‘Neurodiverse’ is an umbrella term to describe people who process information, learn or socialise differently to societal norms. Conditions like autism, ADHD and dyslexia fall under this umbrella. Every neurodivergent student will have different strengths and abilities, but they may face challenges interpreting social cues, maintaining focus, or processing sensory input. Clear and timely communication, such as discussing any changes to the day's schedule in advance, can help them adapt more easily. 

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