Journal of veterinary medical education最新文献

Students and practising vets are required to reflect as part of professional development. This qualitative study explored what prompts reflection and how reflection developed employability skills. Employability incorporates technical competencies and career satisfaction, an important issue relating to career longevity and retention in the profession. This study could inform teaching and assessment on reflection and employability attainment in undergraduate and postgraduate curricula. Semi-structured interview data were analysed via thematic analysis. The epistemological approach was constructivism within a pragmatist philosophy. Data were interpreted through the lens of employability theory. Seven themes were developed. Three themes related to how reflection is operationalised, including utilisation of a variety of formats of reflection, how reflection changed as a skill, and confusion over reflection. Themes that pertained to employability attainment included reflecting for life-long learning and personal development, reflecting with others, the impact of critical reflection for critical incidents, and skill development for sustainable careers. A range of reflection was reported with the main type being quick skills reflection. Reflection changes over time and was essential for life-long learning. Reflection with others was fundamental to vets and used to develop confidence, rationalise experiences, and improve team and practice culture. Critical incidents were most likely to precipitate critical reflection. Reflection was used positively to oppose perfectionism, develop confidence, cope with difficult cases, and develop resilience, all attributes that promote employability attainment. Barriers to constructive reflection included writing, confusion, ruminating, and negative connotations in the workplace. Vets struggled with obligatory reflection as required by continued professional development (CPD) or further qualifications. Reflection was triggered by curiosity for learning and surprise at novel or difficult situations. To conclude, reflection is used frequently and develops competencies that enhance employability. Future recommendations include exploring other methods of reflection such as spoken, giving vets flexibility around reflective format, and providing more information when needed.

Veterinary medical education (VME) requires the creation of an effective learning and teaching environment within the veterinary medicine degree program to ensure the acquisition of Day One Competences (DOCs) and to support the development of lifelong learning skills, preparing job-ready veterinarians. The authors aim to understand how to provide this, particularly in veterinary pathology. In veterinary pathology, a well-established DOC is to perform a necropsy. To achieve this competence effectively, the authors believed in using a deep learning strategy that incorporates elements and principles of effective learning and teaching. The authors developed a proposal for an educational model that aims to enable learners to acquire skills not only in performing necropsies and recalling the most important steps during and after the procedure, but also in developing macroscopic-clinical correlation reasoning and effective communication. The conceptual model consists of seven learning steps in a logical workflow order and is called PENSIVE. Students are considered self-directed adult learners, with the instructor acting as facilitator and guide. By implementing this model, the authors believe that learners will develop the deep learning skills necessary for accurate and thorough post-mortem examination, thereby improving their competence in veterinary pathology and enhancing their professional skills.

The rapid evolution of the UK veterinary profession has prompted enhancements in graduate training to meet increasing clinical demands and support work-life balance, however there is very little research looking at the perceptions or impact of formally structured veterinary graduate development programmes. This article examines the evolution of the In-Practice Graduate Development Programme (IP-GDP) aligned with the Royal College of Veterinary Surgeon's (RCVS's) Veterinary Graduate Development Programme (RCVS-VetGDP) framework, which utilises the 70:20:10 workplace education model to blend experiential learning with structured education and mentorship for newly qualified veterinarians. This study takes a mixed-methods approach, analysing feedback and attrition data from the IP-GDP before (2019 to 2020) and after (2021 to 2023) its alignment with RCVS-VetGDP enhancements. Surveys from graduates and their mentors as well as human resources records provided insights into the subjective experiences of graduates and objective retention rates within the programme. Results indicate that graduates from the post-RCVS-VetGDP cohorts felt well-prepared for clinical practice and reported positive experiences with mentorship and structured learning components. Although mentors generally supported the programme, they suggested needing more time to effectively support graduates in their development. Although initial improvements in retention were noted, no significant differences in overall attrition rates were observed between the cohorts. The redesigned IP-GDP highlights the need for structured, supportive training frameworks in veterinary education, effectively integrating clinical experience with professional development. The initial findings are promising; however, continuous evaluation and further longitudinal research are essential to understand the long-term impact of these interventions on retention and satisfaction among veterinary graduates.

Neurodivergent students experience additional challenges and face discrimination and stigma in education. Students on clinical courses such as veterinary medicine, where learning occurs in fast-paced, busy, commercial work environments, may face even greater challenges. Traditional academic reasonable adjustments such as note taking, provision of teaching materials ahead of time, and additional time in assessments are often inappropriate and inadequate in these clinical environments. Comprehensive knowledge of the challenges and barriers neurodivergent students face in clinical learning environments is a prerequisite to meaningful, adequate reasonable adjustments and equity of learning. A scoping review of the experience of students on higher education courses with clinical learning environments was performed using the electronic databases ERIC (Ovid), CAB Abstracts (CABI), MEDLINE (Ovid), and PubMed. Publications were reviewed against inclusion and exclusion criteria. Data were extracted and charted regarding the student population and study methodology, aims, and main findings. Thirteen publications were retained in the final review, nine of which considered dyslexic nursing students. Negative experiences and lack of neurodiversity awareness were common, with students describing stigma and discrimination affecting confidence around disclosure. Improving awareness and visibility of neurodiversity was the most common recommendation for enhancing support of neurodivergent students.

Students of veterinary medicine finishing their academic cycle show difficulty performing basic surgical techniques, which could be attributed to the few practical spaces provided in current curricula and the bioethical rules that regulate the use of animals for education and research. This study aimed to confirm a technique for surgical training in veterinary medicine, performing simulations of aural hematomas (n = 7), removal of subcutaneous masses (n = 7), and orchiectomies (n = 5). Eleven cadavers were used: 4 dogs and 7 cats. The evaluation was performed by expert veterinarians who also teach veterinary surgery (n = 7). Physical, mechanical, and organoleptic variables were analyzed. The data obtained were analyzed using multiple correspondence analysis. The results showed that the simulation for training on preserving cadavers is a valuable tool for undergraduate courses. The evaluation results were better for simulating aural hematoma and removing subcutaneous masses in dog and cat cadavers. At the same time, the surgical training of orchiectomy showed difficulties related to tissue preservation and its complex handling. Finally, it is remarked that variables, such as color and tissue resistance, are important factors to consider when preparing cadavers for simulation and surgical veterinary training; that is, the more faithful that these two aspects are to the reality of living tissues, the better the simulation experience will be.

Veterinary students, academics, and clinical supervisors are likely to have different perspectives on what it takes to be prepared for workplace clinical training (WCT). Differing expectations could confuse students if they receive conflicting messages about the skills and attributes to which they should aspire. Furthermore, they may struggle to engage with the affordances that workplaces provide for learning if unprepared. Using a survey, we ranked 91 preparedness characteristics and seven preparedness themes for WCT for importance, according to clinical supervisors, academics, and final-year veterinary students before and after undergoing WCT in a UK veterinary school employing a distributive model of WCT. Statistical analyses were used to determine (a) rank alignment and (b) significant differences in characteristic and theme rank among groups. The correlation among characteristic rankings was strongest between students and clinical supervisors, and weakest between clinical supervisors and academics. Honesty, integrity, and dependability together formed the most important characteristic for students and clinical supervisors, whereas students' awareness that perfection is not expected was the most important characteristic for academics. The "knowledge" theme was ranked as significantly more important for academics compared with students pre-WCT. Therefore, differences in the expectations of students starting WCT have been demonstrated in this study. As the educational setting transitions from classroom to clinic, academics and students must adapt their notions of preparedness to align with conceptions of learning and teaching in the workplace, while supervisors should be mindful of students' pre-existing expectations. Continuous communication and expectation alignment are necessary for a cohesive curriculum strategy.

Elective undergraduate courses are offered at the University of Georgia and the University of Florida that explore veterinary careers, offer guidance on being a successful veterinary school applicant, and expose students to the reality of the profession through guest speakers. Students (N = 276) from both universities responded to a survey offered at the first and last class period over the course of 5 semesters. Using 100-point Likert scales, students were asked to gauge their opinion of and interest in the profession and demonstrate their confidence in various aspects of building a successful application. Data were analyzed as a randomized complete block design with survey completion time as the fixed effect. After completing the course, students showed decreased (p < .01) interest in becoming a veterinarian and a reduced (p = .01) opinion of the profession. Despite these decreases, student perception ratings remained in the positive range in both categories. Student opinions of financial commitment, veterinarian mental health, and diversity did not change (p > .20) after taking the course, though ratings in these categories were neutral to somewhat negative. The post-survey revealed students demonstrated more confidence in applying to veterinary school (p < .01), including understanding academic requirements, identifying ideal references, composing a statement of purpose, and gaining veterinary experience (p < .01). The survey demonstrated the benefits of a career exploration class for pre-veterinary students by increasing applicant confidence and showed that challenges facing the profession may influence the applicant pool.

Faculty development plays a critical role in enhancing teaching effectiveness and promoting continuous professional growth supporting educators in veterinary medicine. However, participation is often limited due to barriers such as time constraints, misconceptions about faculty development, and a perceived lack of institutional recognition. This article presents a continuum of faculty development activities designed to address the unique challenges faced by veterinary medicine faculty, offering a variety of initiatives that cater to faculty at all levels to provide multiple avenues for engagement. By intentionally emphasizing flexibility, accessibility, and personalization, this model offers a spectrum of engagement opportunities that fosters a culture of continuous improvement, collaboration, and recognition in veterinary education. The activities described here may also serve as a model for other veterinary schools seeking to enhance their faculty development efforts.

Research has shown an inconsistent relationship between spatial abilities and learning outcomes from virtual anatomical tools. Instructors must understand this relationship to select appropriate resources for diverse learners. To identify appropriate tests for measuring spatial ability and evaluate the effectiveness of virtual anatomical resources, this study compared 96 students' visuospatial ability (measured using the Mental Rotation Task [MRT] and Landmark Position on a Map [LPM] tests) with learning outcomes from experimental anatomy sessions and undergraduate anatomical course examinations. During experimental sessions, students took a test after a brief instructional session using one virtual resource: a monoscopic resource (e.g., digital photographs or a rotatable three-dimensional [r3D] specimen) or a stereoscopic virtual reality (VR) specimen. A negative linear relationship was found between MRT scores and students in Session B using VR with controllers (r = -.56 to -.29), and LPM scores and students using VR (r = -.71 to .39) and r3D (r = -.41 to .43). There was a positive linear relationship between MRT scores and all other resources (r = .01 to .91), and course examination scores (r = .25 to .42, p = .05). Although the results were inconsistent, correlations were found between spatial ability and outcomes using both the MRT and LPM. The LPM might be better suited for determining which learners would benefit from VR. The results suggest that monoscopic resources best support high spatial abilities and stereoscopic resources best support low spatial abilities. These findings support accounting for diverse learner visuospatial abilities when selecting resources.

Admission to veterinary school is generally based on academic and non-academic measures. Descriptions of animal or veterinary experience and rural versus urban background are often sought from applicants, but little is objectively known about their impact on admission success or future performance. We evaluated scores from written descriptions from 590 veterinary school applicants for the nature and extent of self-reported animal experience. For those admitted to the program, we compared animal experience and rural versus urban background to performance in discipline-based courses, professional skills courses, clinical rotations, and the North American Veterinary Licensing Exam (NAVLE). More than 98% of applicants reported animal experience, with small animal veterinary experience most reported. There was no difference in animal experience or background between successful and unsuccessful applicants, but rural and urban applicants reported different experiences. There was a small correlation between small animal experience and performance in clinical rotations (.21), a small negative correlation between rural background and NAVLE performance (-.23), but otherwise, no significant correlations between animal experience or background and future performance. These findings suggest that scores of self-reported animal experience do not provide predictive information on applicants, or, alternatively, that the nature and extent of animal experience, the methods used to score these experiences, and/or the measures assessed during veterinary school need to be explicitly defined to ensure that we are capturing the appropriate information. More investigation into the scoring and impact of animal experience and background on applicant performance in the DVM program and success in a veterinary career is warranted.