Journal of veterinary medical education最新文献

Health science schools are increasingly promoting teaching training among their faculty. Reported challenges for such programs revolve around lack of time and lack of support for faculty and other teaching staff to pursue such training. This is a description of the components of a teaching training program that is available for all instructional faculty and staff at a veterinary college. Components described include a formal teaching development program with information about participant satisfaction, an educational support website, an annual Education Day, and ancillary programs available throughout the academic year to provide just-in-time support for teaching.

Animal welfare and animal abuse, although measurable, exhibit a high degree of subjectivity that conditions how they are perceived and the level of sensitivity. Both elements are influenced by individual and sociodemographic factors. To determine the perception of animal welfare among veterinary students and to study the main sociodemographic factors influencing the assessment of animal welfare. To evaluate animal welfare perception at the University of Las Palmas de Gran Canaria's Faculty of Veterinary Medicine, a 20-question survey was deployed via the Google Surveys platform. Distributed across all academic years, it was facilitated with QR codes located within the faculty premises. The data collection occurred from November 1, 2022, to November 30, 2022. A total of 223 students responded the questionnaire about perception of animal abuse, which represents 56.3% of the total enrollment in the academic year 2022-2023. Sensitivity to animal welfare, including academic training on how to respond to animal abuse, increased as students progressed through their studies. However, as students approached the end of their studies, they became less willing to make voluntary efforts. The profile of the veterinary student least sensitive to animal abuse appeared to be men without dogs who reside in rural habitats and have family members involved in hunting or fishing. We propose the implementation of intensive courses on animal welfare throughout the veterinary curriculum, along with an understanding of the veterinarian's role in reporting animal abuse. This approach aims to foster a foundation of critical awareness and commitment to animals.

Edge-and-corner (E&C) pathology is defined as clinically relevant findings in diagnostic imaging that are located at the physical periphery of studies and thus easily overlooked. Satisfaction of search is a perceptive interpretation error which can compound the difficulty of detecting E&C lesions. Guiding veterinary students to systematically identify these lesions would likely benefit their training, and the authors sought to determine whether teaching the concept of satisfaction of search could influence students' ability to detect E&C lesions. Sixty-five students beginning their clinical radiology rotation were recruited and allocated into treatment, placebo, and control groups. All were taught systematic imaging review techniques, though only the treatment group was taught about satisfaction of search error. A radiographic interpretation quiz was administered to assess students' ability to detect E&C lesions, determine whether awareness of satisfaction of search error impacts E&C lesion detection, and assess general preparation for the rotation based on application of knowledge from pre-clinical coursework. Additional associations between quiz performance and grade point average (GPA), pre-clinical radiology grade, veterinary school of matriculation, and weeks of clinical year experience were evaluated. No significant difference in detection of E&C lesions was found between any groups, though GPA, radiology course grade, and school of matriculation were significantly associated with general quiz performance. Results indicate that E&C lesion detection is a difficult task for students, that brief, lecture-based teaching of satisfaction of search error does not influence E&C lesion detection, and that pre-clinical grades at the authors' institution are predictive of imaging rotation preparedness.

People with disabilities experiencing low socioeconomic position are priority populations when considering access to veterinary care. In this population, intersectional inequities lead to adverse health outcomes for both those individuals and the companion animals they care for. Community-based veterinary clinics provide an opportunity to target these inequities from a culturally sensitive lens, intending to improve human and animal outcomes. We conducted a process evaluation of a student-led community-based clinic for this population to better understand client satisfaction, assess learning outcomes among veterinary students, and improve program delivery and services. During academic year 2020-2021, the monthly clinics had 162 appointments in total with a median 15 Doctor of Veterinary Medicine (DVM) candidates volunteering at each clinic. Clients and volunteers responded to survey questionnaires designed to elicit information about their experiences with the clinic, including open-ended questions for further elucidation of measurable indicators of client-, patient-, and student-level impact. Clients attributed enrollment in the clinic with improved quality-of-life and reduction of financial burden; the program saved clients approximately $2,050 per pet during the evaluation year. Furthermore, the clinic widely facilitated completion of the college's core Primary Care and Dentistry learning outcomes. Beyond curriculum-standard learning objectives, students also reported positive attitude changes and increased readiness to provide care to people with disabilities and people experiencing low socioeconomic position. The results of this evaluation have significant implications for both veterinary and public health pedagogy. Especially, they highlight the significance of community health practice in veterinary trainee education.

This work describes the implementation of online, timed, closed-book formative assessments across several modules of a first-year undergraduate veterinary program. This process does not require significant time investment since it can be implemented into existing programs of study. Students were surveyed on how they used these formative assessments for learning and, overall, were overwhelmingly positive about the opportunity to practice and receive feedback on their performance. Quantitative statistics on preferences as well as qualitative thematic analysis of open, free-text questions revealed clear preferences in how they choose to engage with the assessments for learning, as well as how they prefer assessments to be administered. Students were positive about the online nature of the exams and prefer formative assessments to be distributed across the teaching semesters without any time restrictions, allowing them to be completed as and when they choose. Immediate feedback in the form of model answers is the students' preference, although some value signposting to relevant resources for further research. Furthermore, students reported that they want more questions and tests to complement their learning, and overwhelmingly rely on guided and structured activities for learning and revision, which will need to be balanced with opportunities to develop critical thinking and independent learning skills when studying in a professional course, given students are not likely to default into such behavior. This work models a process many curriculum designers have undergone and continue to undergo in higher education as online, hybrid, and blended approaches to teaching have received renewed interest.

Point of care ultrasound (POCUS) has the potential to improve health care outcomes and is increasingly used in veterinary primary care and specialty practice. The aim of this study was to evaluate a self-driven POCUS learning program during clinical rotations in a large animal teaching hospital. A randomized controlled trial of 94 students evaluated the hypotheses that access to a self-driven POCUS program would improve scores on a written test and the quality of subjective, objective, assessment and plan (SOAP) documents. Use of the POCUS devices and perceptions of veterinary students toward POCUS were analyzed. The self-driven POCUS learning program was feasible, and the perception of most students (94%) was that the program was useful for their education. Access to equipment, ability to scan individually, the hands-on learning aspect, and clinicians' help were the most valued aspects of the program. Earlier access to POCUS in the curriculum, hands-on tutorials/labs, and a more structured learning program were identified by students as aspects to improve. Access to the self-driven POCUS program resulted in significantly higher scores on the written test in a subpopulation of students with lower scores. No significant differences in results on the multiple-choice tests in the subpopulation with higher scores or in SOAP scores of the complete group or subpopulations were found. A self-driven POCUS learning program was perceived as beneficial by students, increased POCUS knowledge in students with lower test scores, and was possible to implement in a busy large animal teaching hospital.

Vaginal cytology is a widely used cytological technique mostly taught by observation, either through direct tutoring or videos. To the best of our knowledge, vaginal cytology simulators have never been assessed in veterinary medicine. Twenty-five undergraduate students with no prior experience in canine vaginal sampling were randomly assigned to two groups that practiced the procedure in either a simulator or a live animal. An inverted classroom design was followed. After observing a video tutorial, students practiced with the simulator/live animal for two classes. Three weeks later, they performed a vaginal cytology on a live animal being recorded. The videos were evaluated through an objective structured clinical examination (OSCE) by an observer blinded to the student's groups. The learning outcome was compared through OSCE pass rates and questionnaires. The simulation model was made by 3D printing and soft silicone for the vulvar labia, having pink and blue colored vaseline in the correct and incorrect locations for sampling. The model was economic and accurately replicated the female reproductive tract. It provided immediate feedback to students, who obtained pink or blue swabs from the correct and incorrect locations, respectively. Students reported that three to five or more attempts were needed to properly learn the procedure, thus justifying the need for a simulator. No differences in the OSCE pass rates were observed between the groups. The simulation model was effective for learning the vaginal cytology procedure, replacing the use of live animals. This low-cost model should be incorporated in the tool-kit of reproduction classes. This translation was provided by the authors. To view the full translated article visit: https://doi.org/10.3138/jvme-2022-0141.pt.

The attainment of professional competencies leads to essential skills for successful and employable veterinarians. However, the inclusion of professional competencies in veterinary curricula is often underdeveloped, and it is sometimes less appreciated by students than the science/technical skill curricula. The aim of this study was to better understand students' motivation within professional competency courses (PC courses) by (a) comparing students' motivational perceptions in PC courses to those in science/technical skill courses (ST courses), (b) determining the extent to which students' motivational perceptions predict their course effort, and (c) identifying teaching strategies that could be used to improve PC courses. Participants included students from eight courses enrolled in their first or second year of a veterinary college at a large land-grant university in the United States. A partially mixed concurrent dominant status research design was used to collect quantitative and qualitative data. Students completed closed- and open-ended survey items regarding their effort and the motivational climate in their courses. Compared to ST courses, students put forth less effort in PC courses; rated PC courses lower on empowerment, usefulness, and interest; and had higher success expectancies in PC courses. Although students' perceptions of empowerment, usefulness, interest, and caring were significantly correlated with their effort, interest was the most significant predictor of effort in both PC and ST courses. Based on students' responses to the open-ended questions, specific motivational strategies are recommended to increase students' effort in PC courses, such as intentionally implementing strategies to increase students' interest and perceptions of usefulness and empowerment.