Journal of veterinary medical education最新文献

Surgical training of students is one of the most difficult aspects of veterinary medical education. Competing interests of house officers, owners' wishes, and ethical concerns have led to increasing use of inanimate models for basic surgical skills training. Robotic simulators have benefits for psychomotor training but have not been previously investigated in veterinary medicine. Understanding the necessary practice time for new training devices is important when determining their potential value. The aim of this study was to compare the number of attempts needed for veterinary students to reach proficiency in both a basic and advanced robotic simulator task, and to assess the predictive nature of performance variables. Each student performed a basic and advanced tasks on the Mimic dV-Trainer™ until proficiency was reached. Students required a median of eight attempts (95% CI = 7-8, range: 6-11) to reach proficiency for the basic task versus 22 attempts (95% CI = 20-26, range: 11-62) for the advanced task. The median time required to complete training for the basic and advanced task was 13.5 minutes (range: 8-24 minutes) and 26.5 minutes (range: 11-82 minutes) respectively. The difference in task attempts supports the training protocol and confirms proficiency can be attained in a short period of time. The number of attempts to reach proficiency correlated with specific performance variables that can be used by educators to aid in training students on a robotic simulator. Continued investigations on robotic simulators should be performed to investigate their use in improving psychomotor skills in veterinary students.

Accreditation has a central role in the quality assurance of professional education programs, but research on the effectiveness of different models of accreditation is limited. The purpose of this study was to rapidly appraise the evidence for the effectiveness, impact, and feasibility of different accreditation approaches, in order to inform best practices for the accreditation of professional education programs. The study focused on accreditation for programs that produce practice-ready graduates, including for veterinary programs. The authors searched several databases for articles published from 2000 to 2020, using search terms identified during a scoping phase, and applied a "rapid review" methodology in line with contextual, time, and resource requirements. Relevant articles that were classed as empirical or conceptual were included in the study, while papers appraised as solely commentaries or descriptive were excluded from the evidence base. The full-text review included 32 articles. We identified a clear transition in the literature from input- and process-based models (pre- and early 2000s) to outcomes-based models (in the 2000s and early 2010s). Continuous quality improvement and targeted models (including risk-based and thematic) represent more recent approaches in accreditation practice. However, as noted by other scholars, we identified limited empirical evidence for the relative effectiveness of different accreditation approaches in professional education, although evidence for the more recent accreditation approaches is emerging. In terms of best practice in view of the current lack of definitive evidence for the adoption of any specific model of accreditation, we argue that accrediting authorities adopt a contextual approach to accreditation that includes clearly articulating the purpose and focus of their regulatory activities, and selecting and implementing accreditation methods that are consistent with their underlying principles.

Cardiopulmonary resuscitation (CPR) is a critical skill for veterinarians, but the most effective training methods and techniques are still unknown. In human medicine, simulation training enhances both knowledge and performance of basic life support CPR. This study evaluated the comparative effectiveness of didactic versus a combination of didactic and simulation training on performance and understanding of basic life support techniques in second-year veterinary medical students.

The advancement of technology has revolutionized education, particularly through video-based learning. In response, the Good Practices in Animal Research (BPEA, "Boas Práticas em Experimentação Animal" in Portuguese) platform was established as a contemporary educational tool for training in laboratory rodent experimental techniques. Designed to replace traditional animal-centered teaching methods, BPEA provided scientifically accurate video content tailored for veterinary medicine students. Mastering animal handling skills is crucial for veterinary students, and BPEA addressed this by offering video demonstrations of experimental procedures, allowing visualization and confidence-building before live animal interaction. The platform's video library covered diverse procedures, such as substance administration and blood collection, accompanied by protocols, images, and diagrams for enhanced learning. The intuitive menu facilitated easy navigation, enabling students to access content aligned with their needs. Website traffic analysis demonstrated widespread usage, with users from Portuguese-speaking countries being prominent. Integration of BPEA into the Laboratory Animal Science course at the University of São Paulo garnered positive student feedback, highlighting its value as a supplementary resource for bridging theoretical and practical learning. While BPEA showed promise in promoting ethical teaching practices and reducing animal stress, it could not entirely replace hands-on training. A balanced approach between video-based learning and live demonstrations is necessary for a comprehensive learning experience. In conclusion, BPEA was a valuable resource contributing to Laboratory Animal Science education, aligning with ethical standards, and benefiting students, researchers, and animal care professionals. Continuous improvements based on feedback make the platform a dynamic tool for future advancements in laboratory animal science education.