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The Veterinary Student Survey on Patient Safety Culture (VSSPSC): A Quantitative and Qualitative Exploration of American Veterinary Students' Perceptions of Patient Safety Culture. 兽医学生患者安全文化调查(VSSPSC):美国兽医专业学生对患者安全文化认知的定量和定性调查。
IF 1.1 3区 农林科学 Q3 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-08-21 DOI: 10.3138/jvme-2024-0038
Lydia Love, Trevor Patten, Erik H Hofmeister, Regina M Schoenfeld-Tacher, Anne C McLaughlin

Patient safety culture (PSC) is a multidimensional construct that reflects the way healthcare organizations promote safe patient care. Veterinary students are explicitly and implicitly indoctrinated into organizational cultures and will carry these attitudes and behaviors into their future work. In this study, we evaluated the psychometric properties of a PSC survey among veterinary students in the United States and investigated their attitudes toward PSC. Exploratory factor analysis identified factors that explained portions of the variance in responses. Importantly, the measures derived from those factors predicted the likelihood of a student mentioning a negative experience/opinion regarding error reporting. Most students reported receiving explicit training in communication, but coursework in other areas, such as human factors and safety culture, was uncommon. Veterinary students generally reported high levels of agreement with the tenets of patient safety science, though some items demonstrated wide variation in responses, underscoring the need for more uniform incorporation of education in veterinary PSC.

患者安全文化(PSC)是一个多维度的概念,反映了医疗机构促进患者安全护理的方式。兽医专业学生明里暗里都会受到组织文化的熏陶,并将这些态度和行为带到今后的工作中。在本研究中,我们评估了美国兽医专业学生 PSC 调查的心理测量特性,并调查了他们对 PSC 的态度。探索性因子分析确定了能解释部分回答差异的因子。重要的是,从这些因素中得出的测量结果可以预测学生提及有关错误报告的负面经历/观点的可能性。大多数学生表示接受过明确的沟通培训,但其他方面的课程,如人为因素和安全文化,并不常见。兽医专业学生普遍对患者安全科学的原则表示高度认同,但有些项目的回答差异很大,这说明需要更加统一地将教育纳入兽医患者安全科学。
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引用次数: 0
Development and Evaluation of a Surgical Simulator and Assessment Rubric for Standing Castration of the Horse. 开发和评估马匹站立阉割手术模拟器和评估标准。
IF 1.1 3区 农林科学 Q3 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-08-21 DOI: 10.3138/jvme-2023-0131
Helen R Braid

In veterinary education, simulators are models or devices that can imitate a real patient or scenario and allow students to practice skills without the need for live patients. Castration is a common surgical procedure in all species, and the standing, open technique is frequently performed in horses. Although a simulator has been developed for equine closed castration, a simulator for standing castration in the horse has not yet been described. This two-part study focused on the design, creation, and evaluation of a simulator for teaching standing castration in the horse. A low-technology simulator was created using molded silicone testicles, cohesive bandage, stockings, and socks. A rubric was created for assessing performance using the simulator. Participants were recruited from three groups: university academic staff members (n = 12, majority equine veterinarians), equine veterinarians working in private practice (n = 9), and final-year veterinary students (n = 28). Each group tested the simulator while being graded using the developed rubric, and participants completed an anonymous online feedback questionnaire. Feedback was positive overall, with 98% of respondents (n = 48/49) stating that the model would be a useful addition to the veterinary curriculum. Furthermore, 100% of students reported that using the simulator increased their confidence in performing standing castration in horses. Evaluation of the model included assessment of responses from veterinarians and students regarding realism and usefulness of the simulator, comparison of rubric scores between veterinarians and students, and assessment of the reliability of the rubric. Median student rubric score was significantly lower than qualified veterinarians (p < .001), and Cronbach's alpha demonstrated that there was adequate internal reliability in rubric scoring (α = .85). It was determined that the simulator is effective for teaching the steps of the surgical procedure and for increasing student confidence.

在兽医教育中,模拟器是一种可以模仿真实病人或场景的模型或装置,让学生在不需要活体病人的情况下练习技能。阉割是所有物种的常见外科手术,马匹常采用站立式开放技术。虽然已经开发出了用于马匹闭合阉割术的模拟器,但用于马匹站立阉割术的模拟器尚未见报道。本研究由两部分组成,重点是设计、创建和评估用于马匹站立阉割教学的模拟器。使用模制硅胶睾丸、粘合绷带、丝袜和袜子制作了一个低技术模拟器。制作了一个评分标准,用于评估使用模拟器的表现。参与者分为三组:大学学术人员(12 人,大部分为马兽医)、在私人诊所工作的马兽医(9 人)和兽医专业毕业班学生(28 人)。每个小组都对模拟器进行了测试,同时使用开发的评分标准进行评分,参与者填写匿名在线反馈问卷。总体反馈是积极的,98% 的受访者(n = 48/49)表示该模型将成为兽医课程的有益补充。此外,100% 的学生表示,使用模拟器增强了他们对马匹站立阉割的信心。对模型的评估包括评估兽医和学生对模拟器真实性和实用性的反应、兽医和学生的评分比较以及评分标准可靠性的评估。学生评分的中位数明显低于合格的兽医(p < .001),Cronbach's alpha 表明评分标准有足够的内部可靠性(α = .85)。实验结果表明,模拟器能有效地教授手术步骤并增强学生的信心。
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引用次数: 0
A Need for Targeted Teaching of Shared Decision-Making as Identified from an Assessment of Client-Centered Communication Skills Training with Companion Animal Veterinarians. 对伴侣动物兽医以客户为中心的沟通技巧培训进行评估后发现,需要有针对性地教授共同决策。
IF 1.1 3区 农林科学 Q3 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-08-21 DOI: 10.3138/jvme-2024-0016
Natasha Janke, Jane R Shaw, Jason B Coe

Shared decision-making has been increasingly discussed as a communication practice within veterinary medicine, and it is gaining more traction for diagnostic and treatment planning conversations and specifically offering a spectrum of care. This teaching tip describes the data from an investigation of veterinarians' shared decision-making in a pre-test/post-test communication skills training intervention that used a client-centered, skills-based communication approach. Practice teams from a purposive sample of four companion animal veterinary clinics in Texas participated in a 15-month communication skills intervention, including interactive group workshops and one-on-one communication coaching. To assess the outcome of the intervention, for nine participating veterinarians, appointments recorded pre- (= 85) and post-intervention (=  85) were analyzed using the Observer OPTION 5 instrument to assess shared decision-making. The intervention effect was evaluated using mixed logistic regression, adjusting for appointment type. The communication intervention did not significantly impact participating veterinarians' demonstration of shared decision-making (pre = 25.42, = 55; post = 28.03, = 56; = 0.36). Appointment type was significantly associated with veterinarians' OPTION 5 scores (= .0004) and health problem appointments (OPTION 5 = 30.07) demonstrated greater shared decision-making than preventive care appointments (OPTION 5 = 22.81). Findings suggest that client-centered, skills-based training traditionally used in veterinary curricula and continuing education may not foster the use of shared decision-making, which is a higher-order communication approach that may require a dedicated process-oriented training. This teaching tip highlights the need for a targeted stepwise approach to teach shared decision-making.

共同决策作为兽医学中的一种沟通实践,已经得到越来越多的讨论,它在诊断和治疗计划对话中,特别是在提供全面护理方面,正获得越来越多的关注。本教学提示介绍了一项调查数据,调查内容是兽医在采用以客户为中心、以技能为基础的沟通方法进行的沟通技能培训干预中的前测/后测共享决策。来自德克萨斯州四家伴侣动物兽医诊所的特定样本实践团队参加了为期15个月的沟通技巧干预,包括互动小组研讨会和一对一沟通辅导。为了评估干预的效果,我们使用观察者 OPTION 5 工具分析了九名参与干预的兽医在干预前(n = 85)和干预后(n = 85)的预约记录,以评估共同决策。使用混合逻辑回归评估了干预效果,并对预约类型进行了调整。沟通干预并未对参与的兽医展示共同决策产生明显影响(前=25.42,n=55;后=28.03,n=56;p=0.36)。预约类型与兽医的 OPTION 5 分数有明显关联(p = 0.0004),健康问题预约(OPTION 5 = 30.07)比预防性护理预约(OPTION 5 = 22.81)更能体现共同决策。研究结果表明,兽医课程和继续教育中传统使用的以客户为中心、以技能为基础的培训可能无法促进共同决策的使用,而共同决策是一种高阶沟通方法,可能需要专门的以过程为导向的培训。这一教学提示强调了有针对性地逐步教授共同决策的必要性。
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引用次数: 0
Case-Based E-Learning Tool Affects Self-Confidence in Clinical Reasoning Skills among Veterinary Students-A Survey at the Norwegian University of Life Sciences. 基于案例的电子学习工具影响兽医专业学生临床推理技能的自信心--挪威生命科学大学的一项调查。
IF 1.1 3区 农林科学 Q3 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-08-17 DOI: 10.3138/jvme-2023-0147
Linda H Godager, Iren Abrahamsen, Martine C Liland, Anne E Torgersen, Runa Rørtveit

Veterinary education plays a crucial role in equipping veterinarians with the necessary skills and knowledge to navigate the challenges they will face in their professional careers. As part of enhancing the veterinary students' training in clinical reasoning, an online electronic veterinary clinic was introduced to a group of students during their final semester. This platform, called Veterinary eClinic, provides access to digital, real-life clinical cases, allowing students to apply their knowledge and develop critical thinking skills in a practical context. In this research project, the veterinary students were asked to assess how confident they felt in different clinical tasks related to a clinical investigation before and after using Veterinary eClinic. An exploratory sequential mixed-methods design was used when collecting data. The students answered pre- and post-use questionnaires, and semi-structured interviews were conducted to elaborate on the quantitative results. Our results showed that the students were significantly more confident in making a problem list (p = .005), completing diagnostic tests (p = .022), making a diagnosis (p = .041), and performing assessments of animal welfare in the clinic (p = .002) after solving different clinical cases in Veterinary eClinic. As much as 97% of the respondents reported that Veterinary eClinic was a valuable learning resource in veterinary education, to a fairly large or very large extent. Our findings suggest that the use of a case-based e-learning tool might contribute to increased self-confidence in clinical reasoning skills.

兽医教育在培养兽医掌握必要的技能和知识以应对职业生涯中的挑战方面发挥着至关重要的作用。为了加强兽医专业学生在临床推理方面的培训,我们在学生的最后一个学期为他们引入了一个在线电子兽医诊所。该平台名为 "兽医电子诊所"(Veterinary eClinic),可提供数字化的真实临床病例,让学生能够在实际环境中运用所学知识,培养批判性思维能力。在本研究项目中,兽医专业的学生被要求评估他们在使用兽医 eClinic 前后对与临床调查相关的不同临床任务的自信程度。在收集数据时采用了探索性顺序混合方法设计。学生们回答了使用前和使用后的问卷,并进行了半结构化访谈以详细说明定量结果。我们的结果显示,学生在兽医电子诊所解决不同临床案例后,在制定问题清单(p = .005)、完成诊断测试(p = .022)、做出诊断(p = .041)和在诊所进行动物福利评估(p = .002)方面的自信心明显提高。多达97%的受访者表示,兽医电子诊所在相当大或非常大程度上是兽医教育中的宝贵学习资源。我们的研究结果表明,使用基于案例的电子学习工具可能有助于增强临床推理技能的自信心。
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引用次数: 0
Evaluation of Remote Surgical Hands-on Training in Veterinary Education Using a Hololens Mixed Reality Head-Mounted Display. 使用 Hololens 混合现实头戴式显示器评估兽医教育中的远程外科手术实训。
IF 1.1 3区 农林科学 Q3 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-08-17 DOI: 10.3138/jvme-2023-0115
Naoki Sasaki, Sanchan Lee

Conferencing system-assisted online classes have been conducted worldwide since the COVID-19 pandemic, and the use of three-dimensional glasses may improve pre-clinical veterinary education. However, students' satisfaction with this technique rather than their ability to perform surgery using these items has not been assessed. This study could potentially assess students' satisfaction with technique/instruction rather than their ability to perform surgery using these items.This study aimed to evaluate the effectiveness of remote online hands-on training in veterinary education using 3D glasses. Sixty students enrolled at the Faculty of Veterinary Medicineat Yamaguchi University voluntarily participated and were randomly divided into a 3D glasses and tablet group, each with 30 students. Each student completed one orthopedic and one ophthalmological task. The orthopedic task was performing surgery on a limb model, whereas the ophthalmological task involved incising a cornea on an eye model. The 3D glasses group participated in the ophthalmology task, then the orthopedic task, at a separate venue from the instructor. The tablet group participated in the same tasks using a tablet. In the student questionnaire, orthopedic screw fixation showed significantly higher levels of satisfaction in the 3D glasses group than in the tablet group, indicating a preference for this method. By contrast, for ophthalmic corneal suturing, the tablet group showed a significantly higher level of satisfaction than the 3D glasses group. Our findings showed that 3D glasses have a high educational value in practical training requiring depth and angle information.

自COVID-19大流行以来,会议系统辅助的在线课堂已在全球范围内开展,三维眼镜的使用可能会改善兽医临床前教育。然而,学生对这项技术的满意度而非使用这些项目进行手术的能力尚未得到评估。本研究旨在评估使用三维眼镜进行兽医教育远程在线实训的效果。山口大学兽医系的 60 名学生自愿参加,他们被随机分为 3D 眼镜组和平板电脑组,每组 30 人。每个学生完成一项骨科和一项眼科任务。骨科任务是在肢体模型上进行手术,而眼科任务则是在眼睛模型上切开角膜。3D 眼镜组先完成眼科任务,然后在与指导教师分开的场地完成骨科任务。平板电脑组则使用平板电脑参与同样的任务。在学生问卷调查中,3D 眼镜组对骨科螺钉固定的满意度明显高于平板电脑组,这表明他们更喜欢这种方法。相比之下,在眼科角膜缝合方面,平板电脑组的满意度明显高于 3D 眼镜组。我们的研究结果表明,在需要深度和角度信息的实践培训中,3D 眼镜具有很高的教育价值。
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引用次数: 0
Support for Neurodivergent Students in Veterinary Education Part 1: Current Practice and Roundtable Discussion of Recommendations. 兽医教育中对神经变异学生的支持 第一部分:当前实践与圆桌讨论建议。
IF 1.1 3区 农林科学 Q3 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-08-16 DOI: 10.3138/jvme-2024-0013
Kirstie J Pickles, Anna R Hollis

Approximately 10% of undergraduate student populations are neurodivergent. Such students have differences in executive functioning and social communication skills, which can confer both strengths and challenges in the academic environment. Specific challenges presenting in the veterinary curriculum include the intense workload, unpredictable nature of work, and high level of interpersonal and communication skills required in clinical settings. Extramural studies (EMS) occur remote from university support systems, adding further challenge for some students. A survey was sent to all current United Kingdom veterinary schools in 2022 to identify current support for neurodivergent students. An interactive roundtable discussion was held to brainstorm best practice for harnessing the power of neurodiversity in the clinical learning environment. Several consistent themes emerged. Most veterinary schools provide some degree of support for neurodivergent individuals, but support varies widely. Four of the 8 schools provide support at open days and/or following offers, with one school offering a summer school. Five schools confirmed that accommodations were made to clinical rotations and/or extramural studies in line with a support plan from their Disability Service. Despite these steps to assist neurodivergent students, support could, and should, be increased to improve the student experience. Suggested enhancements include a supportive environment for the empowerment of disclosure, neurodiversity awareness training for university staff and placement providers, provision of reasonable adjustment guidelines for EMS providers, clinical/intramural rotation orientation and support, and student access to a neurodiversity mentor/coach.

在本科生群体中,约有 10%的学生属于神经发育异常。这类学生在执行功能和社会沟通技能方面存在差异,这既能给他们带来优势,也能给他们在学术环境中带来挑战。兽医课程所面临的具体挑战包括高强度的工作量、工作的不可预测性以及临床环境所需的高水平人际交往和沟通技能。校外学习(EMS)远离大学支持系统,给一些学生增加了更多挑战。2022 年,我们向英国目前所有的兽医学校发送了一份调查问卷,以了解目前对神经变异学生的支持情况。我们还举行了一次互动圆桌讨论,集思广益,探讨在临床学习环境中利用神经多样性的最佳实践。讨论中出现了几个一致的主题。大多数兽医学校都为神经变异者提供了一定程度的支持,但支持力度差别很大。8 所学校中有 4 所在开放日和/或录取后提供支持,一所学校提供暑期班。五所学校证实,根据残疾服务处的支持计划,在临床轮转和/或校外学习方面提供了便利。尽管采取了这些措施来帮助神经变异学生,但仍可以而且应该增加支持,以改善学生的体验。建议的改进措施包括:为披露信息提供支持性环境、对大学教职员工和实习提供者进行神经多样性意识培训、为 EMS 提供者提供合理的调整指南、临床/校内轮转指导和支持,以及为学生提供神经多样性导师/教练。
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引用次数: 0
Value of Study Skills Training for Incoming Veterinary Students. 兽医新生学习技能培训的价值。
IF 1.1 3区 农林科学 Q3 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-08-14 DOI: 10.3138/jvme-2024-0003
Margaret V Root Kustritz, Vesna Hampel-Kozar

Students may struggle as they enter the veterinary curriculum because they have historically been successful academically and so may fail to recognize the necessary changes in study skills required to manage the increased content and rigor of veterinary training. This manuscript describes processes used by one school to help students better understand study strategies and to address students' academic and personal concerns that may impact their achievement.

学生在进入兽医课程学习时可能会遇到困难,因为他们历来在学业上都很成功,因此可能无法认识到学习技能方面的必要变化,以应对兽医培训内容的增加和严格程度的提高。本手稿介绍了一所学校为帮助学生更好地理解学习策略以及解决可能影响其成绩的学生学业和个人问题而采取的措施。
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引用次数: 0
Development and Integration of Models for Teaching Ram Breeding Soundness Examinations in Veterinary Education. 兽医教育中公羊繁殖健全性考试教学模式的开发与整合。
IF 1.1 3区 农林科学 Q3 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-08-14 DOI: 10.3138/jvme-2024-0036
Kate J Flay, Ruby L Y Cheung, Rebecca S V Parkes, Gareth L Fitch, Santiago Alonso Sousa, Jannie Wu, Susanna N Taylor

Proficiency with ram breeding soundness examinations requires competency with palpation, a skill that can be difficult to teach and assess. There are limited small ruminant clinical skills models available, despite the advantages they offer in veterinary education. We developed reusable models for teaching ram breeding soundness examinations, focusing on scrotal assessment and palpation. Then we integrated these models into a practical session where multiple clinical aspects were included. We created anatomically normal ("sound") testes using 3D modeling software before editing these to display common abnormalities ("unsound" testes). Then, we 3D printed two-part molds and cast the silicone testes. Testes were inserted into siliconized, lubricated stockings facilitating free movement during palpation. Scrotal sacs were sewn from polar fleece and suspended to mimic natural orientation in a live, standing ram. As well as for scheduled classes, we used the models as a station in our course's Objective Structured Clinical Examination (OSCE) assessment. Our models offer advantages in the veterinary education context. Their relatively low cost and durability facilitates their classification as "open access" within our skills lab for student deliberate practice outside scheduled classes. They provide a uniform student learning experience that does not rely on live animals or clinical case load and aligns with best-practice recommendations from accrediting bodies. Student engagement and OSCE outcomes were good, but going forward it would be ideal to collaborate with a program that uses live rams for teaching and assessing this skill to directly examine the impact of our models on confidence and competence.

要熟练掌握公羊繁殖健全性检查,必须具备触诊能力,而这项技能很难教授和评估。尽管小反刍动物临床技能模型在兽医教育中具有优势,但目前可用的模型有限。我们开发了可重复使用的模型,用于公羊繁殖健全性检查的教学,重点是阴囊评估和触诊。然后,我们将这些模型整合到一个包含多个临床方面的实践课程中。我们使用三维建模软件制作了解剖学上正常("健全")的睾丸,然后对其进行编辑,以显示常见的异常("不健全 "睾丸)。然后,我们用三维打印了两部分模具,并铸造了硅胶睾丸。将睾丸放入硅胶润滑袜中,以便在触诊时自由移动。阴囊由极地绒线缝制,悬挂起来以模拟活体站立公羊的自然方向。除了在预定的课堂上使用,我们还在课程的客观结构化临床考试(OSCE)评估中使用这些模型。我们的模型在兽医教育方面具有优势。它们的成本相对较低,而且经久耐用,因此在我们的技能实验室中被归类为 "开放式",供学生在计划课程之外进行有意练习。它们为学生提供了统一的学习体验,不依赖活体动物或临床病例,符合认证机构的最佳实践建议。学生的参与度和 OSCE 结果都很好,但今后最好能与使用活体公羊进行教学和评估的项目合作,以直接检验我们的模型对学生信心和能力的影响。
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引用次数: 0
Evaluating the Experiences of Novice Veterinary Clinical Practice Educators: A Qualitative Reflection on a UK Training Program. 评估兽医临床实践教育新手的经验:英国培训项目的定性反思。
IF 1.1 3区 农林科学 Q3 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-08-14 DOI: 10.3138/jvme-2024-0052
Paul Pollard, Dona Wilani Dynatra Subasinghe

Within the evolving landscape of veterinary education in the United Kingdom, an increasing shift toward a distributed model of instruction necessitates that clinicians who assume the role of novice educators, receive training as clinical educators. The University of Surrey has pioneered a training program aimed at promoting understanding and application of educational theory in veterinary educator identity development. This study investigated the reflections of novice educators upon conclusion of their training to delineate the program's efficacy and identify areas of educator training necessitating further research and enhancement. A convenience sample of 53 reflective narratives was subjected to inductive thematic analysis. Three principal themes emerged. The first encapsulated an enhanced cognizance of student learning needs, underscored by foundational learning theories. Notably, the introduction of "feedforward" and the incorporation of student reflection within the feedback mechanism were identified as innovative concepts. The second theme revolved around the personal growth experienced because of participation in the training program, with 47% of reflections articulating profound introspection. The final theme explored the perceptions of the rewards and challenges associated with balancing the educational program with routine professional responsibilities, highlighting an increase in self-confidence and the obstacles encountered in allocating time for training.

在英国不断发展的兽医教育中,越来越多的兽医教育转向分布式教学模式,这就要求承担新手教育者角色的临床医生必须接受临床教育者培训。萨里大学率先开展了一项培训计划,旨在促进兽医教育者在身份发展过程中对教育理论的理解和应用。本研究调查了新手教育者在培训结束后的反思,以确定该计划的有效性,并找出需要进一步研究和改进的教育者培训领域。研究人员对 53 篇反思性叙述进行了归纳式主题分析。出现了三个主要专题。第一个主题概括了对学生学习需求的进一步认识,强调了基础学习理论。值得注意的是,"前馈 "的引入和将学生的反思纳入反馈机制被确定为创新概念。第二个主题围绕参加培训项目所经历的个人成长,47%的反思阐述了深刻的反省。最后一个主题探讨了在平衡教育计划与日常专业职责的过程中,学员对收获和挑战的看法,强调了自信心的增强以及在分配培训时间时遇到的障碍。
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引用次数: 0
Understanding the Quiet Student: Perspectives from Instructors and Students. 了解安静的学生:来自教师和学生的观点。
IF 1.1 3区 农林科学 Q3 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-08-14 DOI: 10.3138/jvme-2024-0042
Margaret V Root Kustritz

A significant proportion of students in a given course may choose not to participate verbally. Instructor concerns about these "quiet" students include lack of participation in social aspects of learning and difficulty in assessing student engagement and understanding. Instructors and students at a college of veterinary medicine completed anonymous surveys. Instructors perceived a greater percentage of the class as quiet in lecture settings with more verbal participation in laboratory settings and clinical settings. Instructors in this program regularly asked questions during class but rarely cold called on students. Students enjoyed small group work and were very uncomfortable with cold calling. The primary reasons that students chose not to participate verbally in class were judgement by classmates and fear of being wrong or not knowing the answer. Suggestions for universal course design to better incorporate quiet students include giving all students time to formulate a response and using methods that minimize singling out of students, such as small group discussions and polling tools.

在某门课程中,有相当一部分学生可能选择不进行口头参与。教师对这些 "沉默 "学生的担忧包括:他们缺乏对学习社交方面的参与,以及难以评估学生的参与度和理解力。一所兽医学院的教师和学生完成了匿名调查。教师认为,在课堂讲授中,安静的学生比例较高,而在实验室和临床环境中,口头参与较多。该课程的教师经常在课堂上提问,但很少冷落学生。学生们喜欢小组合作,但对冷场很不适应。学生选择不在课堂上进行口头参与的主要原因是被同学评判、害怕出错或不知道答案。为更好地接纳沉默寡言的学生而提出的通用课程设计建议包括:给所有学生时间来准备回答,以及使用尽量减少单独挑出学生的方法,如小组讨论和投票工具。
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引用次数: 0
期刊
Journal of veterinary medical education
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