Journal of veterinary medical education最新文献

Remediation of pre-clinical course failures in the DVM program at Purdue University College of Veterinary Medicine began in 2010. We set out to understand whether some students were more likely than others to use remediation opportunities and succeed. Student demographics, undergraduate (UG) experiences, including institution attended and major studied, UG performance as measured by grade point average (uGPA), and extent of academic difficulties in DVM years 1-3 were studied at univariate levels to determine which students more often failed ≥1 courses, remediated ≥1 courses, and were successful in all remediation attempts. Among 815 students in DVM classes 2014-2023, 157 failed ≥1 courses. Risk factors associated with failing ≥1 courses and with unsuccessful remediation were identified using multiple logistic regression analysis. Unsuccessful remediation, resulting in student's academic attrition, was defined as not succeeding at remediation of all failed courses, including being ineligible for or not attempting remediation. Risk factors were considered statistically significant at p value <0.05. Lower uGPA, having attended a minority-serving institution, and being an underrepresented minority or an international student were associated with increased likelihood of failing ≥1 courses. However, the only factors associated with unsuccessful remediation were failing ≥3 courses in DVM years 1-3 and failing at least one course in DVM year 1. No demographic or UG educational background is associated with unsuccessful remediation. Taken together, our models suggest that being at risk of failing ≥1 courses in DVM years 1-3 did not inevitably put students at risk of attrition when remediation opportunities were provided. However, an increasing number of course failures and failures beginning in DVM year 1 increased the risk of unsuccessful remediation. Early intervention to minimize academic difficulties in DVM program may mitigate risk of student attrition.

Despite the widespread implementation of embedded counseling models in veterinary training programs, limited information is available about veterinary students and house officers who seek help, and researchers have not evaluated the effectiveness of counseling services. This study sought to describe clients' characteristics, presenting concerns, and mental health histories, in addition to determining if participating in counseling was associated with decreases in psychological distress. The sample included 437 Doctor of Veterinary Medicine (DVM) students and house officers receiving embedded counseling services between August 2016 and March 2024 at a public university in the Midwestern United States. Approximately half were first-year students when they initially accessed services. The most common presenting concerns included stress, anxiety, depression, academic performance, perfectionism, self-esteem/confidence, attention/concentration difficulties, mood instability, sleep difficulties, adjustment, family issues, career concerns, eating/body image concerns, and specific relationship problems. DVM students and house officers reported higher scores on some, but not all, measures of psychological distress prior to participating in counseling, compared with a normative sample of college students seeking counseling at university counseling centers. However, these differences tended to be small in magnitude. Participating in counseling was associated with meaningful improvements in depression, generalized anxiety, social anxiety, academic distress, eating concerns, frustration/anger, family distress, substance use, suicidal ideation, and overall psychological distress. Clients who reported improvements in depression and anxiety also tended to report reductions in academic distress, which underscores the value of embedded counseling services in improving the well-being and academic retention of DVM students and house officers. Implications for outreach, research, and clinical practice are discussed.

Three-dimensional (3D)-printed models have been shown to improve medical students' understanding of anatomy and related fractures. The aim of this parallel-group randomized trial was to evaluate the impact of 3D-printed feline skulls, in addition to traditional teaching, on veterinary students' interpretation of skull radiographs. Students were randomly divided into two groups (2D, 3D) and underwent a pre-test consisting of multiple-choice questions. Subsequently, both groups watched a recorded lesson on feline skull radiographic anatomy and traumatic lesions, and then the 3D group was provided with 3D-printed skulls, normal and with traumatic lesions. Finally, all students underwent a post-test. The multiple-choice questions included orthogonal feline skull radiographs of three different patterns of traumatic lesions, and questions tested their knowledge of normal anatomy and recognition of traumatic lesions. Twenty-three (25.6%) fourth-year and 67 (74.4%) fifth-year students participated. For both the 2D and 3D groups, post-test scores were significantly better than pre-test scores. There were no significant differences in the pre-test and post-test scores between the 2D and 3D groups. Three-dimensional-printed models did not improve veterinary students' ability to recognize anatomical structures and traumatic lesions of the feline skull. Further studies are warranted to define the role of 3D-printed models in veterinary student learning.

Veterinary students often face mental health challenges due to the demanding nature of their studies and the pressures of adapting to their future profession. To address this issue, an animal-assisted education in mental health (AAE-MH) program was developed and implemented at a veterinary school in Hong Kong. The primary goal of the AAE-MH program was to enhance students' mental health literacy, raise awareness of mental health topics, and improve their help-seeking behavior and overall well-being. By leveraging the students' natural affinity for animals, the program incorporated a blend of course-based and experiential learning activities to tackle the often-taboo topic of mental health in the veterinary field. The AAE-MH program consisted of six sessions, each lasting 1 hour and 50 minutes. Two of these sessions involved 1 hour of learning from certified therapy dogs. This interdisciplinary program drew expertise from veterinary mental health professionals, psychologists, animal-assisted therapists, and veterinary school faculty. This collaborative effort ensured that the program covered both the biomedical and humanistic aspects of veterinary medicine, preparing students to better understand and support their own and their peers' mental well-being. The AAE-MH program was conducted during the COVID-19 pandemic, and appropriate precautionary measures were taken. This teaching tip outlines the key elements of the program, including the course design, delivery, and evaluation of its effectiveness. We hope that this framework can provide fellow educators with the opportunity to potentially adapt and implement similar initiatives within their own veterinary education contexts, ultimately benefiting the entire veterinary profession.

Reports regarding curricula in ophthalmology across veterinary schools are not currently available. The objective of this study was therefore to investigate the number of contact hours and approaches to teaching ophthalmology in the curriculum of English-speaking veterinary schools worldwide. An online survey was distributed to 51 veterinary colleges in North America, the United Kingdom, Australia, New Zealand, and the Caribbean. Questions pertained to hours dedicated to didactic and laboratory-based instruction, species used, final-year rotations, in-person compared with online instruction, and effective and less effective approaches to teaching veterinary ophthalmology. Descriptive statistics of the quantitative survey responses and a thematic analysis of the open-ended responses were conducted, respectively. A 71% (n = 36/51) response rate was recorded, and the average number of American or European board-certified ophthalmologist instructors per veterinary college was 2.33. Total didactic contact hours varied from 6 to 63 hours (M = 25.6 ± 15.7 hours), and total laboratory contact hours varied from 0 to 153 hours (M = 25.47 ± 38.17 hours), mainly occurring in the fourth year. Dogs were the most used species in surgical exercises (40%). Final-year rotations occurred in 88% of schools, and 88% of instruction was conducted in person across all schools. Case-based learning, review of basic sciences, and use of video were identified as effective didactic teaching strategies by 72% (26/36), 47% (17/36), and 31% (11/36) of schools, respectively. This report can serve as a reference for future studies guiding curricular delivery in veterinary ophthalmology.

The integration of the One Health concept into veterinary education is critical for preparing future professionals to address the interconnectedness of human, animal, and environmental health. This study aimed to compare the comprehension of the One Health concept among veterinary students in online (n = 48) and classroom (n = 49) teaching settings and to assess changes in their awareness following instruction by administering pre- and post-course questionnaires to evaluate students' attitudes and perceptions of the One Health concept. An enhancement was noted from before to after education in both settings. However, no significant differences between the online and classroom settings for any of the questions before or after education were detected (p > .05). The students' perspectives on the course methodology employed were not statistically different (p = .25) between classroom teaching and online teaching. In conclusion, both online and traditional classroom instruction can effectively enhance veterinary students' perceived comprehension of the One Health concept. This underscores the versatility of instructional modalities and emphasizes the need for flexibility in educational practice to meet the diverse needs of learners.

Canine ophthalmoscopy is a challenging procedural skill to teach due to multiple unsighted components and patient compliance for examinations. Free recall instruction can unintentionally omit steps and lead to incomplete instruction of skills. Teaching via cognitive task analysis (CTA)-developed teaching protocols can better ensure comprehensive construction of complex skills and deconstruction into simpler steps, which can lead to improved task performance by learners. Our preliminary findings suggest that when teaching complex skills in a single instructional session, use of cognitive task analysis alone may not provide substantial learning benefit. Combining cognitive task analysis with other instructional strategies, such as deliberate practice, feedback, and deconstruction to avoid cognitive overload, may lead to improved learning and retention of complex skills.

Competency-based veterinary education (CBVE) is a framework that emphasizes measurable outcomes and skill proficiency to better prepare graduates for professional practice. Developed in response to shortcomings in traditional education, CBVE aims to ensure that trainees acquire essential skills by focusing on developing competencies. Although institutions implementing CBVE report positive outcomes, the framework faces challenges, particularly in assessing domains such as communication, collaboration, and professionalism. These competencies, rooted in practical wisdom, require nuanced assessment methods. The CBVE tool kit offers diverse assessment tools aligned with the CBVE domains; however, gaps remain, especially in preclinical settings where objective measures may not capture the intricacies of professional behaviors. Furthermore, significant time and resources are required to implement these assessments effectively. By embracing uncertainty in evaluation, veterinary educators may capture the complexities of student competence while supporting an inclusive learning environment. This article advocates for the development of more assessment tools and the strategic use of existing ones to ensure comprehensive student evaluation and promotion of professional growth.