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.
{"title":"The Veterinary Student Survey on Patient Safety Culture (VSSPSC): A Quantitative and Qualitative Exploration of American Veterinary Students' Perceptions of Patient Safety Culture.","authors":"Lydia Love, Trevor Patten, Erik H Hofmeister, Regina M Schoenfeld-Tacher, Anne C McLaughlin","doi":"10.3138/jvme-2024-0038","DOIUrl":"https://doi.org/10.3138/jvme-2024-0038","url":null,"abstract":"<p><p>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.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20240038"},"PeriodicalIF":1.1,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142590623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"农林科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"Development and Evaluation of a Surgical Simulator and Assessment Rubric for Standing Castration of the Horse.","authors":"Helen R Braid","doi":"10.3138/jvme-2023-0131","DOIUrl":"https://doi.org/10.3138/jvme-2023-0131","url":null,"abstract":"<p><p>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 (<i>n</i> = 12, majority equine veterinarians), equine veterinarians working in private practice (<i>n</i> = 9), and final-year veterinary students (<i>n</i> = 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 (<i>n</i> = 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 (<i>p</i> < .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.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20230131"},"PeriodicalIF":1.1,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142591176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"农林科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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- (n =85) and post-intervention (n = 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, n =55; post=28.03, n =56; p =0.36). Appointment type was significantly associated with veterinarians' OPTION 5 scores (p =.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.
{"title":"A Need for Targeted Teaching of Shared Decision-Making as Identified from an Assessment of Client-Centered Communication Skills Training with Companion Animal Veterinarians.","authors":"Natasha Janke, Jane R Shaw, Jason B Coe","doi":"10.3138/jvme-2024-0016","DOIUrl":"https://doi.org/10.3138/jvme-2024-0016","url":null,"abstract":"<p><p>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- (<i>n </i>=<i> </i>85) and post-intervention (<i>n </i>=<i> </i> 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<i> </i>=<i> </i>25.42, <i>n </i>=<i> </i>55; post<i> </i>=<i> </i>28.03, <i>n </i>=<i> </i>56; <i>p </i>=<i> </i>0.36). Appointment type was significantly associated with veterinarians' OPTION 5 scores (<i>p </i>=<i> </i>.0004) and health problem appointments (OPTION 5<i> </i>=<i> </i>30.07) demonstrated greater shared decision-making than preventive care appointments (OPTION 5<i> </i>=<i> </i>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.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20240016"},"PeriodicalIF":1.1,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142591105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"农林科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"Case-Based E-Learning Tool Affects Self-Confidence in Clinical Reasoning Skills among Veterinary Students-A Survey at the Norwegian University of Life Sciences.","authors":"Linda H Godager, Iren Abrahamsen, Martine C Liland, Anne E Torgersen, Runa Rørtveit","doi":"10.3138/jvme-2023-0147","DOIUrl":"https://doi.org/10.3138/jvme-2023-0147","url":null,"abstract":"<p><p>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 (<i>p</i> = .005), completing diagnostic tests (<i>p</i> = .022), making a diagnosis (<i>p</i> = .041), and performing assessments of animal welfare in the clinic (<i>p</i> = .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.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20230147"},"PeriodicalIF":1.1,"publicationDate":"2024-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142591119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"农林科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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。
{"title":"Evaluation of Remote Surgical Hands-on Training in Veterinary Education Using a Hololens Mixed Reality Head-Mounted Display.","authors":"Naoki Sasaki, Sanchan Lee","doi":"10.3138/jvme-2023-0115","DOIUrl":"https://doi.org/10.3138/jvme-2023-0115","url":null,"abstract":"<p><p>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.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20230115"},"PeriodicalIF":1.1,"publicationDate":"2024-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142589815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"农林科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"Support for Neurodivergent Students in Veterinary Education Part 1: Current Practice and Roundtable Discussion of Recommendations.","authors":"Kirstie J Pickles, Anna R Hollis","doi":"10.3138/jvme-2024-0013","DOIUrl":"https://doi.org/10.3138/jvme-2024-0013","url":null,"abstract":"<p><p>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.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20240013"},"PeriodicalIF":1.1,"publicationDate":"2024-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142590589","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"农林科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"Value of Study Skills Training for Incoming Veterinary Students.","authors":"Margaret V Root Kustritz, Vesna Hampel-Kozar","doi":"10.3138/jvme-2024-0003","DOIUrl":"https://doi.org/10.3138/jvme-2024-0003","url":null,"abstract":"<p><p>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.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20240003"},"PeriodicalIF":1.1,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142590798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"农林科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"Development and Integration of Models for Teaching Ram Breeding Soundness Examinations in Veterinary Education.","authors":"Kate J Flay, Ruby L Y Cheung, Rebecca S V Parkes, Gareth L Fitch, Santiago Alonso Sousa, Jannie Wu, Susanna N Taylor","doi":"10.3138/jvme-2024-0036","DOIUrl":"https://doi.org/10.3138/jvme-2024-0036","url":null,"abstract":"<p><p>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.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20240036"},"PeriodicalIF":1.1,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142589233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"农林科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"Evaluating the Experiences of Novice Veterinary Clinical Practice Educators: A Qualitative Reflection on a UK Training Program.","authors":"Paul Pollard, Dona Wilani Dynatra Subasinghe","doi":"10.3138/jvme-2024-0052","DOIUrl":"https://doi.org/10.3138/jvme-2024-0052","url":null,"abstract":"<p><p>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.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20240052"},"PeriodicalIF":1.1,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142589711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"农林科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"Understanding the Quiet Student: Perspectives from Instructors and Students.","authors":"Margaret V Root Kustritz","doi":"10.3138/jvme-2024-0042","DOIUrl":"https://doi.org/10.3138/jvme-2024-0042","url":null,"abstract":"<p><p>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.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20240042"},"PeriodicalIF":1.1,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142590707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"农林科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}