Journal of veterinary medical education最新文献

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.

Abattoir visits are an important educational experience for veterinary students but can cause anticipatory stress and anxiety that potentially inhibit learning. This study investigated sources of stress and anxiety among UK veterinary students in anticipation of an initial abattoir visit. A cross-sectional survey design was utilized to identify key stressors and associated severity from 73 participants. Study findings revealed three principal stressor categories: witnessing the slaughtering process, exposure to aversive sensory stimuli, and unpleasant individual psychological and/or physical reactions. Study findings can inform structured preparatory activities to help students manage anticipatory distress and enhance the pedagogical value of abattoir visits.

Many neurodivergent (ND) veterinary students report concerns regarding stigma, reluctance to disclose their difficulties to staff or peers, and poor experiences on placements. The limited support for these students aims to reduce disadvantages instead of recognizing potential advantages arising from neurodiversity. Character strengths identification, use, and development have been shown to increase the well-being of ND people, and strength-based goal setting (SBGS) allows for an asset-based approach to planning and achievement. However, SBGS has not been investigated in the context of ND veterinary medicine students. This study used semistructured interviews and interpretative phenomenological analysis (IPA) to investigate the following two research questions: (a) What is the lived experience of ND students in a veterinary medicine course? (b) What is the experience of participating in a strength-based workshop in a ND student-only environment? Out of 17 ND veterinary students who took part in the workshop, four participated in semistructured interviews to share their experience. IPA identified three group experiential themes with seven subthemes: (a) From outsider to in-group, (b) being ND is not a deficit but can be a strength, and (c) the positive impact of realistic structured goal setting. The ND-only workshop provided a "safe space" that allowed participants to "unmask" and reflect on their ND experiences. Identifying their signature strengths validated and reframed perceptions of ND traits. Rather than viewing neurodivergence as a weakness, these traits were viewed as overuse of a strength (e.g., rudeness as the overuse of honesty), allowing ND students the opportunity for self-regulation and control.

Veterinary surgical education requires more than technical instruction. To prepare graduates for real-world performance, learners must develop three interdependent domains: competence, efficiency, and confidence. While essential to clinical readiness, these areas are often addressed inconsistently across curricula and teaching environments. This manuscript introduces the Competence, Efficiency, and Confidence (CEC) Model, a practical and experience-based framework designed to support surgical skill development through structured instruction. Developed through over twelve years of teaching in preclinical laboratories, live-animal procedures, and post-graduate training programs, the CEC Model defines competence as consistent, safe surgical technique grounded in sound clinical judgment; efficiency as the ability to perform procedures in an organized, timely, and effective manner; and confidence as the readiness to act independently and adapt under pressure. These domains are cultivated through repeated practice, clear expectations, targeted feedback, and psychologically safe learning environments. Drawing on established educational theory including experiential learning and deliberate practice, the model offers instructional strategies such as scaffolded autonomy, focused coaching, and guided reflection. It bridges the gap between broad competency frameworks and task-specific training tools by offering a developmental structure for surgical education. The CEC Model emphasizes intentional teaching, learner mindset, and relational support as core to surgical growth. Adaptable across clinical, simulated, and post-graduate settings, it offers a practical framework for cultivating technically skilled, efficient, and confident veterinary surgeons, while also opening new opportunities for research on instruction, learner development, and the role of mindset in surgical performance.

The use of clinical skills models is now commonplace in veterinary education, with the aim of improving proficiency and competency when subsequently performing clinical procedures on patients. However, it is important to evaluate the construct and content validity of the models and protocols being used to replace live animal teaching. Performing in-depth validation studies takes considerable time and resources, which may not be readily available in an educational setting. This study describes a fast and effective method using expert feedback to evaluate the validity of clinical skills models and their associated protocols used in veterinary teaching. A total of 30 skills used in the teaching of undergraduate veterinary students at the University of Surrey (UK) were evaluated, 10 from each of the core species (companion animal, equine, and production animal). Qualified veterinary surgeons with experience performing each skill were invited to read through the protocol and perform the skills. They were then asked to provide anonymous ratings using a 5-point Likert scale regarding: the realism of the model, the suitability of the protocol, and the suitability of the model and protocol to prepare students to perform the skill in clinical practice. The results showed that 80% of respondents agreed that performing the skill was realistic compared with the live animal for 63.3% of skills, that the written protocol was appropriate for performing this skill for 96.7% of skills, and/or that the model and protocol were suitable to prepare students to perform the skill in clinical practice for 76.7% of skills. This study presents an innovative approach to high-throughput clinical skills teaching validation.