Journal of veterinary medical education最新文献

One Health problem-based learning (PBL) is known as an effective method in teaching zoonotic diseases. However, the classic classroom setting limits real-life exposure for students. Simulation-based learning may improve the learning experience without exposing the students to unnecessary risks. Hence, this study aimed to assess the effectiveness of field simulation PBL compared to a classic classroom setting using a module developed based on the One Health concept by examining the students' reactions to the learning and by assessing the students' performance. A quasi-experimental design was adopted in this study. Veterinary and medical undergraduate students participated in both types of PBL settings, and their knowledge and satisfaction were evaluated through a pre- and post-test as well as a feedback survey. The mean satisfaction score of students undergoing field simulation was significantly higher than the mean satisfaction score of students undergoing classic PBL (p > .05). The respondents from both programs found the field simulation, in comparison to classic PBL, was more effective, and they were more satisfied with the overall learning experience, workloads, and facilitation. The attainment of the cognitive domain was comparable between both PBL groups, which was possibly due to the type of assessment used. In conclusion, field simulation enhanced the students' positive learning experiences as they exhibited better attitudes toward learning. Future studies on the impact of the simulation on long-term knowledge retention and psychomotor skills are thus warranted.

With the continued rise of interest and need for veterinary specialists, information regarding optimal selection criteria for successful residency candidates has been lacking in veterinary medicine. A 28-question online survey was developed to determine prioritized resident selection criteria, the importance of formal interviews, and residency supervisor satisfaction with the current selection process. This survey was sent to all programs listed by the Veterinary Internship and Residency Matching Program (VIRMP) for the 2019-2020 program year. Overall, the most important aspects of the residency application process were (a) letters of recommendation, (b) performance during the interview, (c) personal contact/recommendation from a colleague, (d) personal statement, and (e) demonstrated interest in the residency specialty. While measures of academic performance including GPA and veterinary class rank may play a role in sorting of candidates in more competitive specialties, this does not necessarily exclude them from the ranking process. This information should be helpful to candidates and program directors alike in understanding the success of the current residency candidate selection process.

Veterinarians stand in many contradictory positions, such as moral and ethical representatives of animals and their welfare and the clinic owner, which makes income for them and their families. The article will look at factors in decision making significantly impacting veterinary professionals' mental health. Distress is caused by high societal pressure, as veterinarians must fulfill their profession's requirements. Together with working conditions, it negatively impacts their mental health. The article emphasizes the need for veterinary professionals and future veterinary professionals to have proficiency in animal welfare, animal ethics, and primarily moral decision making. Thus, critical thinking and ethical decision making should be discussed more in the profession and veterinary education.

The COVID-19 pandemic challenged critical services to maintain operations while facing a highly transmissible human pathogen. As public health officials worked to manage the crisis, initial guidelines focused on the continuation of services in the human health care setting. However, through state-mandated stay-at-home orders, the Michigan State University veterinary teaching hospital remained open to provide emergency services to both large and small animal patients. This was accomplished by distilling pertinent safety information from the available human health care guidance to safely maintain operation. Challenges faced when pivoting the delivery of veterinary education from in-person to virtual format were addressed and in-person clinical rotations were resumed as soon as possible. Strategies to effectively communicate information that is both immediately critical and broadly applicable should be considered and planned before they are needed. Infection control and disaster management plans should be revisited often to ensure they include all known risks and potential challenges. Plans to maintain staffing capacity and student safety when faced with an unexpected surge in patients should be laid out with clearly defined metrics on which to act. The lessons we have learned from the pandemic would improve the delivery of care and teaching in a veterinary teaching hospital in both day-to-day circumstances and future emergencies.

This study evaluates the success of secondary public health education in enhancing a professional degree in veterinary medicine. Dual-degree programs promote multidisciplinary skill attainment crucial to succeed in today's One Health-centered veterinary workforce. Participant demographics were collected including academic background, dual-degree enrollment status, and intended course of study. Survey data were collected from both Master of Public Health students and dual Doctor of Veterinary Medicine/Master of Public Health students. To measure knowledge attainment, students over a 10-year period were provided core competency and program perception-based surveys upon entering and exiting the public health program. Participants were asked to rate their knowledge of competencies based on a scale of having "no knowledge" to being "very knowledgeable." Program perceptions were reported through multiple response types. Open-ended response questions evaluated participants' perceived program success in aiding the development of professional veterinary public health knowledge. The dual nature of this degree program is hypothesized to enhance interprofessional capabilities for those entering the field of veterinary medicine. A qualitative thematic comparison of participants' entrance and exit survey responses indicated increased levels of concern for career preparation services in dual-degree students. By coursework completion, students' most valued competencies were related to epidemiology, biostatistics, and behavioral health. Quantitative analysis revealed that students concurrently enrolled in a veterinary and public health program demonstrate significantly higher levels of self-reported knowledge relating to disease measurement, ethical and legal principles, and epidemiological data interpretation. Students with educational backgrounds in veterinary and animal sciences demonstrated significantly higher levels of program satisfaction.

Given the global threat of antimicrobial resistance, it is imperative that veterinary graduates are effective antimicrobial stewards. Veterinary students learn the principles of antimicrobial stewardship explicitly, through pre-clinical coursework, and implicitly, through the cases they each encounter on clinical rotations. We aimed to understand the influence of pre-clinical versus clinical learning on veterinary students' knowledge and awareness of antimicrobial concepts to guide efforts to improve instruction in these areas. To assess knowledge acquisition and to explore student perceptions of antimicrobial stewardship, a standardized online survey was administered to Cornell University veterinary students at two timepoints: in August 2020 before clinical rotations (N = 26 complete responses and N = 24 partial responses) and again in May 2021 after their clinical rotations (N = 17 complete responses and N = 6 partial responses). Overall and section-specific confidence and knowledge scores were calculated, using pairwise deletion for incomplete responses. Students generally had low confidence in antimicrobial topics and correctly answered only half of knowledge questions correctly; they performed the best on antimicrobial resistance knowledge questions. There were no significant differences in knowledge or confidence after clinical rotations. On average, students had only read one antimicrobial stewardship guideline. Students reported that human health care providers contributed more to antimicrobial resistance than veterinarians. In conclusion, graduating veterinary students at our institution have significant knowledge gaps in critical principles that are essential to become antimicrobial stewards. Explicit instruction in antimicrobial stewardship is necessary in the pre-clinical and clinical coursework, and the practical use of antimicrobial stewardship guidelines should be emphasized.

Training residents in any specialty is a balancing act between ensuring high-quality education, making certain the resident meets the requirements set forth by the specialty college to achieve credentials and be eligible to take the board certification examination, and fulfilling clinical duties at that institution. For programs such as this one, residents are integral members of the clinical team, working primary emergency receiving shifts in order to allow the service to function; this leads to a need to identify and protect learning time for the residents. Those involved in the Purdue Small Animal Emergency and Critical Care residency program believe that in the chaos that is emergency and critical care, a firm timeline with attainable checkpoints is crucial to resident success. Such a timeline follows goal-setting theory and provides structure and guidance to candidates to navigate their 3-year program and ensure that they complete all requirements during the residency period. Candidates completing the Purdue program successfully finish their credentials, including at least one first author publication, and have at least one scientific presentation to improve their curriculum vitae. This article serves to present the structure and timelines used by the Purdue Small Animal Emergency and Critical Care program to organize its residency program as an example of a successful program.

Student veterinary nurses (SVNs) spend a significant proportion of their training time within the clinical learning environment (CLE) of a veterinary practice. These clinical experiences are vital for building practical and professional skills. To evaluate the current satisfaction of SVNs in the CLE, a cross-sectional survey design was used incorporating a previously validated instrument. To provide understanding of factors that may affect the SVN satisfaction, additional validated tools were added across factors, including resilience, well-being, personality, and workplace belonging. A total of 171 SVNs completed the survey. In addition, two open questions were included to provide greater depth of understanding of the SVN experiences. Results showed that 70.76% of respondents were satisfied/very satisfied with the CLE. Significant factors that affected the satisfaction scores included, depression, anxiety, and stress (p ≤ .001), psychological sense of organizational membership (p ≤ .001), agreeableness (p = .022), and emotional stability (p = .012). The qualitative data demonstrated shared SVN factors that are considered to contribute to clinical learning and those that detract from clinical learning. Educational facilities and training veterinary practices can support the SVN within the CLE by creating a greater sense of belonging, considering the SVN individual personality and well-being, and including the SVN in discussions around learning support needs.

The study objective was to assess acceptability, feasibility, likeability, and applicability of interactive virtual reality with feedback loops (VR) to teach and assess veterinary anesthesia machine operation. Data from 60 students were analyzed. Students learned and trained how to use the anesthesia machine components and connections and performed safety checks (such as the pressure check) using real and VR machines. Competency was assessed with oral/practical and VR exams. A questionnaire survey gathered student affective skill perception toward VR for education. Students perceived VR for veterinary education as positive, useful, likeable, and helpful to learn the anesthesia machine. VR appeared to increase cognitive load, inducing lower VR exam scores of 100 (92.4-97.9) when compared to oral/practical exams of 100 (98-99.8) with p = .018. Training times with either real or VR anesthesia machines were similar (p = .71). A positive correlation was found between VR training times and VR exam scores (Spearman's correlation coefficient 0.5; p < .001). No correlations were identified between oral/practical exam scores and training times. Seventy two percent of the students (n = 43) had never used VR before. Prior VR experience was not necessary to train using VR. Computer glitches and cybersickness are important drawbacks to consider when using VR for education. The study demonstrated that interactive, immersive VR received favorable reactions from students. The VR incorporated educational feedback loops can be utilized as a simulation trainer for veterinary education. However, inherent limitations should be considered.

This study is a qualitative exploration of the student experience of stress at the University of Calgary Faculty of Veterinary Medicine (UCVM). Ten third-year students from the class of 2019 participated in a semi-structured interview designed to explore the student experience surrounding stress, resiliency, and their perception of mental health awareness initiatives. Transcripts were de-identified and analyzed using thematic analysis. Two central themes of academic encumbrances and academic tenacity were identified, and each theme was further delineated into three main sub-themes associated with the Objective Structured Clinical Examination assessment. Students described the clinical skills course OSCEs as a primary source of stress and fear. Academic encumbrances were delineated through the sub-themes of academic load, fear of failure, and low academic self-efficacy. Students navigated these encumbrances through their academic tenacity, rooted in their sense of belonging among peers, family, and friends, a growth mindset, and self-care practices. Study results exemplify the importance of attending to student needs beyond acquiring clinical knowledge and skills. As we continue to redefine veterinary curricula and assessment, our work highlights the need for curricular streamlining, attending to student well-being, and fostering an academically balanced lifestyle. Lastly, the findings will help inform student services about the mental health needs of the students specific to academic achievement.