Journal of veterinary medical education最新文献_第8页

Good Practices in Animal Research: A Web-Based Platform for Training in Laboratory Rodent Experimental Procedures. 动物研究的良好实践：基于网络的啮齿动物实验程序培训平台。

IF 1.1 3区农林科学 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Journal of veterinary medical education

Pub Date : 2024-01-29 DOI: 10.3138/jvme-2023-0133

Dennis Albert Zanatto, Guilherme Andrade Marson, Claudia Madalena Cabrera Mori

The advancement of technology has revolutionized education, particularly through video-based learning. In response, the Good Practices in Animal Research (BPEA, "Boas Práticas em Experimentação Animal" in Portuguese) platform was established as a contemporary educational tool for training in laboratory rodent experimental techniques. Designed to replace traditional animal-centered teaching methods, BPEA provided scientifically accurate video content tailored for veterinary medicine students. Mastering animal handling skills is crucial for veterinary students, and BPEA addressed this by offering video demonstrations of experimental procedures, allowing visualization and confidence-building before live animal interaction. The platform's video library covered diverse procedures, such as substance administration and blood collection, accompanied by protocols, images, and diagrams for enhanced learning. The intuitive menu facilitated easy navigation, enabling students to access content aligned with their needs. Website traffic analysis demonstrated widespread usage, with users from Portuguese-speaking countries being prominent. Integration of BPEA into the Laboratory Animal Science course at the University of São Paulo garnered positive student feedback, highlighting its value as a supplementary resource for bridging theoretical and practical learning. While BPEA showed promise in promoting ethical teaching practices and reducing animal stress, it could not entirely replace hands-on training. A balanced approach between video-based learning and live demonstrations is necessary for a comprehensive learning experience. In conclusion, BPEA was a valuable resource contributing to Laboratory Animal Science education, aligning with ethical standards, and benefiting students, researchers, and animal care professionals. Continuous improvements based on feedback make the platform a dynamic tool for future advancements in laboratory animal science education.

技术的进步给教育带来了革命性的变化，尤其是通过视频学习。为此，建立了动物研究良好实践（BPEA，葡萄牙语为 "Boas Práticas em Experimentação Animal"）平台，作为培训实验室啮齿动物实验技术的现代教育工具。BPEA 旨在取代传统的以动物为中心的教学方法，为兽医专业学生提供科学准确的视频内容。掌握动物操作技能对兽医专业的学生来说至关重要，BPEA 通过提供实验过程的视频演示来解决这一问题，使学生在与活体动物互动之前能够直观地了解实验过程并建立信心。该平台的视频库涵盖了各种程序，例如给药和采血，并附有协议、图像和图表，以加强学习。直观的菜单便于导航，使学生能够访问符合其需求的内容。网站流量分析表明，该网站的使用率很高，其中来自葡萄牙语国家的用户尤为突出。将 BPEA 纳入圣保罗大学的实验动物科学课程获得了学生的积极反馈，凸显了其作为连接理论和实践学习的补充资源的价值。虽然 BPEA 在促进道德教学实践和减少动物压力方面大有可为，但它并不能完全取代实践培训。要想获得全面的学习体验，就必须在视频学习和现场演示之间取得平衡。总之，BPEA 是一种宝贵的资源，有助于实验动物科学教育，符合伦理标准，并使学生、研究人员和动物护理专业人员受益。基于反馈意见的持续改进使该平台成为未来推动实验动物科学教育发展的动态工具。

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引用次数: 0

Did the Rapid Transition to Online Learning in Response to COVID-19 Impact Students’ Cognitive Load and Performance in Veterinary Anatomy? 根据 COVID-19 快速过渡到在线学习是否影响了学生的认知负荷和兽医解剖学成绩？

IF 1 3区农林科学 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Journal of veterinary medical education

Pub Date : 2024-01-02 DOI: 10.3138/jvme-2023-0135

Karina Jones, Dan J. Miller, Prisca Noble

COVID-19 safety required rapid transitions to online learning across education. This posed unique challenges for veterinary anatomy, which is a practical subject. This study compares the cognitive load and academic performance of first- and second-year veterinary students studying anatomy in 2019 (pre-COVID-19) and 2020 (post-COVID-19 teaching adjustme nts). Importantly, the core teaching content remained identical for both courses in 2019 and 2020 apart from teaching method (in-person vs. online), allowing us to isolate the effects of teaching method on cognitive load and academic performance. Cognitive load was measured among first- ( n2019 = 105, n2020 = 49) and second-year students ( n2019 = 85, n2020 = 42) at the end of each teaching semester, using a validated instrument. The instrument measures intrinsic load (IL, study material complexity), extraneous load (EL, presentation of material), and germane load (GL, self-perceived learning). t-Tests compared the 2019 and 2020 cohorts with respect to both cognitive load and academic performance. The results indicated that 2019 and 2020 cohorts did not differ on IL or EL in either the first- or second-year subject. However, among both first- and second-year students, the 2020 cohort reported significantly less GL compared to the 2019 cohort. Additionally, the first-year 2020 cohort performed at a significantly lower level than the first-year 2019 cohort. No significant difference in performances was reported between second-year cohorts. Therefore, despite being less inclined to perceive that online course activities enhanced their understanding of anatomy, second-year students with previous experience of learning anatomy in an in-person tertiary environment adjusted better than first-year students with limited experience.

COVID-19 的安全性要求在整个教育领域快速过渡到在线学习。这对兽医解剖学这门实践性很强的学科提出了独特的挑战。本研究比较了 2019 年（COVID-19 前）和 2020 年（COVID-19 后的教学调整）学习解剖学的一年级和二年级兽医学生的认知负荷和学习成绩。重要的是，2019年和2020年两门课程的核心教学内容除教学方法（面对面与在线）外保持一致，这使我们能够分离出教学方法对认知负荷和学习成绩的影响。在每个教学学期结束时，我们使用一个经过验证的工具测量了一年级学生（n2019 = 105，n2020 = 49）和二年级学生（n2019 = 85，n2020 = 42）的认知负荷。该工具测量了内在负荷（IL，学习材料的复杂性）、外在负荷（EL，材料的呈现方式）和种属负荷（GL，自我感觉的学习）。t检验比较了2019届和2020届学生的认知负荷和学业成绩。结果表明，2019届和2020届学生在一年级或二年级的IL或EL方面没有差异。然而，在一年级和二年级学生中，2020 届学生报告的 GL 明显少于 2019 届学生。此外，2020 届一年级学生的成绩明显低于 2019 届一年级学生。二年级学生的表现没有明显差异。因此，尽管二年级学生不太倾向于认为在线课程活动增强了他们对解剖学的理解，但与经验有限的一年级学生相比，有过在现场高等教育环境中学习解剖学经验的二年级学生适应得更好。

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引用次数: 0

Factors Associated with the Innate Orthopedic Ability of Veterinary Students 与兽医专业学生先天矫形能力有关的因素

IF 1 3区农林科学 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Journal of veterinary medical education

Pub Date : 2023-12-21 DOI: 10.3138/jvme-2023-0072

Alastair J. Mather, D. N. Clements

Relatively little is known about the innate surgical ability of veterinary undergraduates. The objective of this study was to investigate if there were differences in the innate surgical ability of a cohort of 142 third-year veterinary undergraduate students to perform a series of simulated orthopedic surgical tasks, and whether specific factors influenced their innate ability. Participants performed four simulated surgical tasks; “depth of plunge”—an assessment of the “plunge” depth through foam when drilling through the trans cortex of a PVC pipe; “3-dimensional drilling”—an assessment of accuracy when drilling through a block of wood; “depth measurement”—an assessment of the ability to correctly measure the depth of holes in PVC pipe; and “fracture reduction”—where the speed and systematic reduction of a simulated fracture was assessed using a rubric score. Performance for each task was compared based on the responses to a survey. Results showed considerable variation in innate ability. Previous experience performing manual tasks and using a drill was associated with an improvement in students’ ability to perform one of the four tasks (fracture reduction). Age, gender, handedness, videogame experience, building game experience, exposure to orthopedic surgery, or desire to pursue surgery as a career were not associated with student performance in any task. A learning curve was observed for the depth of plunge task. An increased target angle led to decreased drilling accuracy for the 3D drilling task. The innate ability of veterinary students to undertake simulated surgical tasks was largely unaffected by the previous experiences evaluated.

人们对兽医本科生的先天外科手术能力知之甚少。本研究旨在调查 142 名兽医专业三年级本科生在完成一系列模拟骨科手术任务时的先天手术能力是否存在差异，以及特定因素是否会影响他们的先天能力。学员们完成了四项模拟外科手术任务："插入深度"--评估钻穿 PVC 管横向皮层时穿过泡沫的 "插入 "深度；"三维钻孔"--评估钻穿木块时的准确性；"深度测量"--评估正确测量 PVC 管孔深度的能力；以及 "骨折复位"--使用评分标准评估模拟骨折复位的速度和系统性。每项任务的成绩都根据对调查的答复进行比较。结果显示，先天能力差异很大。以前执行手工任务和使用电钻的经验与学生完成四项任务之一（骨折复位）的能力提高有关。年龄、性别、手型、电子游戏经验、建筑游戏经验、是否接触过骨科手术或是否希望以外科手术为职业与学生在任何任务中的表现都无关。在 "切入深度 "任务中观察到了学习曲线。在三维钻孔任务中，目标角度增大会导致钻孔精度降低。兽医专业学生承担模拟外科手术任务的先天能力基本上不受以往评估经验的影响。

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引用次数: 0

Using Zoom Annotate to Facilitate Online Focus Groups in Veterinary Medicine Education Research 在兽医学教育研究中使用 Zoom Annotate 促进在线焦点小组讨论

IF 1 3区农林科学 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Journal of veterinary medical education

Pub Date : 2023-12-19 DOI: 10.3138/jvme-2023-0111

Sarah J. Al-Mazroa Smith, A. Kreuder, Raissa R. Raineri, William E. Sander, E. Okello, Andy J. King, Paul J. Plummer

Focus groups allow researchers to collect data from multiple participants on a set of questions while simultaneously observing participant interactions during sessions. Traditionally, researchers conduct focus groups in person, though online focus groups have been increasingly used as technologies have improved. The pandemic increased the need for researchers to innovate online focus group practices. This paper aims to present best practices for using annotation functions on digital video conference platforms to conduct focus group interviews in veterinary medicine education research. We explain how Zoom, specifically its Annotate functions, offers a useful tool to facilitate online focus groups and assist veterinary medicine education research and practice. This method addresses many of the challenges that in-person focus groups have—dominant participants, geographical barriers, and confidential (instead of anonymous) participation—while still being able to collect quality data during a group interview. The best practices described here allow for capturing both qualitative and quantitative data from online participants while preserving their anonymity and increasing the ease of participation. Based on data we have collected, participants report being comfortable providing honest and direct responses across a variety of questions. This practice also allows the collection of simultaneous or delayed answers, which means that participants have more flexibility in how and when they respond compared to many in-person focus groups. This practical approach to online focus group research can assist in conducting veterinary medicine education research not just during the pandemic but whenever geographical barriers or a need for increased confidentiality are researcher concerns.

焦点小组允许研究人员就一组问题从多名参与者那里收集数据，同时观察参与者在会议期间的互动情况。传统上，研究人员会亲自参加焦点小组，但随着技术的进步，在线焦点小组的使用也越来越多。大流行病增加了研究人员对创新在线焦点小组实践的需求。本文旨在介绍在兽医教育研究中使用数字视频会议平台的注释功能进行焦点小组访谈的最佳实践。我们解释了 Zoom（特别是其注释功能）如何为促进在线焦点小组和协助兽医学教育研究与实践提供有用的工具。这种方法解决了面对面焦点小组所面临的许多挑战--主要参与者、地理障碍和保密（而非匿名）参与--同时还能在小组访谈中收集高质量的数据。这里介绍的最佳实践可以从在线参与者那里获取定性和定量数据，同时保留他们的匿名性并提高参与的便利性。根据我们收集到的数据，参与者对各种问题都能做出诚实、直接的回答。这种做法还允许同时或延迟收集答案，这意味着与许多现场焦点小组相比，参与者在回答方式和时间上有更大的灵活性。这种实用的在线焦点小组研究方法不仅有助于在大流行病期间开展兽医学教育研究，还有助于在研究人员担心地理障碍或需要提高保密性的任何时候开展研究。

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引用次数: 0

Development and Use of the Competency-Based Veterinary Education (CBVE) Assessment Toolkit 基于能力的兽医教育（CBVE）评估工具包的开发和使用

IF 1 3区农林科学 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Journal of veterinary medical education

Pub Date : 2023-12-12 DOI: 10.3138/jvme-2023-0021

Jonathan H. Foreman, E. Read, Michelle C. Coleman, Jared A. Danielson, Katherine Fogelberg, Jody S. Frost, M. Gates, Ariana L Hinckley-Boltax, Jennifer L. Hodgson, Shane Lyon, S. Matthew, Regina Schoenfeld-Tacher

The Competency-Based Veterinary Education (CBVE) Analyze Working Group of the American Association of Veterinary Medical Colleges (AAVMC) Council on Outcomes-based Veterinary Education (COVE) has developed a CBVE assessment toolkit. The toolkit is designed to provide curriculum committees and individual instructors with an opportune intersection of the CBVE domains of competence and various assessment techniques. College-wide curriculum committees can use the toolkit to guide programs of assessment in the larger unit, ensuring that assessment methods are aligned with intended learning outcomes throughout the curriculum. On a smaller unit basis, the toolkit allows a single instructor or team of instructors to identify domains of interest for evaluation and then to identify various assessment tools appropriate to those domains. For each of 21 different assessment tools, the toolkit provides information that includes: a description; appropriate CBVE domains and competencies; examples; documented uses; evidence of efficacy; references; and links to illustrations if available. Because the toolkit is published online, periodic updates can be made as more data become available on the efficacy of various assessment tools relative to the CBVE domains in veterinary education. From programmatic assessment to single course examinations, the toolkit is intended to assist both administrators and faculty alike in understanding how different assessment approaches can support a variety of competency domains.

美国兽医医学院协会（AAVMC）成果兽医教育委员会（COVE）的能力本位兽医教育（CBVE）分析工作组开发了一个CBVE评估工具包。该工具包旨在为课程委员会和教师个人提供 CBVE 能力领域和各种评估技术的交叉点。整个学院的课程委员会可以使用该工具包来指导大单位的评估计划，确保评估方法与整个课程的预期学习成果相一致。在较小的单位中，该工具包允许单个教师或教师团队确定感兴趣的评估领域，然后确定适合这些领域的各种评估工具。对于 21 种不同的评估工具，工具包都提供了相关信息，包括：描述、适当的 CBVE 领域和能力、示例、使用记录、有效性证据、参考文献以及插图链接（如有）。由于该工具包是在线发布的，因此可以根据兽医教育中与 CBVE 领域相关的各种评估工具的有效性获得的更多数据进行定期更新。从课程评估到单门课程考试，该工具包旨在帮助管理者和教师了解不同的评估方法如何支持各种能力领域。

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引用次数: 0

One Health as a Core Component of Veterinary Medicine: Defining Day-1 Public Health Competencies for the Veterinary Workforce 将 "一体健康 "作为兽医学的核心组成部分：为兽医队伍确定第一天的公共卫生能力

IF 1 3区农林科学 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Journal of veterinary medical education

Pub Date : 2023-12-11 DOI: 10.3138/jvme-2023-0016

Anna E. Baines, K. Errecaborde, Trevor R. Ames, Timothy J. Goldsmith, Hannah Kinzer, M. Mahero, Thomas Molitor, L. Molgaard, Katharine Pelican, Julia B. Ponder, Dominic A. Travis, Michelle Willette, Tiffany M. Wolf, Xunwen Zou, Scott J. Wells

Animal health and veterinary medicine are integral to One Health, contributing important perspectives on complex challenges arising at the human–animal–environment interface. The published Competency-Based Veterinary Education (CBVE) framework dedicates a domain of competence and three associated sub-competencies to Public Health (Domain 4). However, a panel of One Health scientists sought to establish additional outcomes believed necessary to support core veterinary curricula related to veterinary public health (VPH)/One Health. We hypothesized that early career veterinarians use knowledge, skills, and abilities consistent with VPH/One Health and that the existing CBVE could incorporate these concepts. We conducted key informant and exploratory interviews with veterinarians across 12 sectors of veterinary medicine and used inductive coding to identify VPH/One Health codes. We then cross-analyzed these codes with the existing CBVE framework to incorporate field-validated VPH/One Health codes into the published framework. Thirty codes emerged which were designated as either adequately represented (5), not represented (6), or represented with sub-competency creation or augmentation recommended (19) in the existing framework. This information was used to cross-map, validate, and update the CBVE sub-competencies so that they accurately reflect the breadth and depth of One Health engagement required for competent veterinarians. This iterative, evidence-based revision process is a model for integrating One Health into medical professional curricula.

动物健康和兽医学是 "一体健康 "不可或缺的组成部分，可为应对人类-动物-环境界面上出现的复杂挑战提供重要视角。已公布的 "基于能力的兽医教育"（CBVE）框架为公共卫生专门设立了一个能力领域和三个相关的次级能力（领域 4）。然而，由 "一体健康 "科学家组成的专家小组试图确定更多必要的成果，以支持与兽医公共卫生（VPH）/"一体健康 "相关的核心兽医课程。我们假设，职业生涯初期的兽医会使用与兽医公共卫生/"一体健康 "相一致的知识、技能和能力，而现有的CBVE可以纳入这些概念。我们对 12 个兽医行业的兽医进行了关键信息提供者和探索性访谈，并使用归纳编码法确定了 VPH/One Health 代码。然后，我们将这些代码与现有的CBVE框架进行交叉分析，将经过实地验证的VPH/One Health代码纳入已发布的框架。在现有框架中，有 30 个代码被指定为已充分代表（5 个）、未代表（6 个）或已代表并建议创建或增强子能力（19 个）。这些信息被用于交叉映射、验证和更新 CBVE 子能力，使其能够准确反映合格兽医所需的 "一体健康 "参与的广度和深度。这种以证据为基础的迭代修订过程是将 "一体健康 "纳入医学专业课程的典范。

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引用次数: 0

Knowledge and Perceptions of Antimicrobial Stewardship Concepts Among Final Year Veterinary Students in South Africa 南非兽医专业毕业班学生对抗菌药物管理概念的了解和看法

IF 1 3区农林科学 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Journal of veterinary medical education

Pub Date : 2023-12-08 DOI: 10.3138/jvme-2023-0050

Linè Fick, Lucille Crafford, Johan Schoeman, Natalie Schellack

Antimicrobial resistance (AMR) has become a major global public health crisis due to inappropriate use in humans, animals, and crops. Studies to assess the knowledge and perceptions of antimicrobial stewardship (AMS) practices among medical and health care professionals have been conducted, yet this is the first among veterinary students in South Africa. A descriptive study surveyed 147 final year veterinary students at the Faculty of Veterinary Science, University of Pretoria. Of these, 102 completed the questionnaire (69% response rate). Most stated they knew what AMS was, while a minority heard of it for the first time. A small number understood poor hand washing could contribute to AMR. Almost a quarter of students stated their AMS knowledge was poor, and most noted a need for more training. The BVSc curriculum should include more material on AMS and AMR to bridge training gaps.

由于在人类、动物和农作物中的不当使用，抗菌药耐药性（AMR）已成为全球重大公共卫生危机。已有研究评估了医疗和保健专业人员对抗菌药物管理（AMS）实践的了解和看法，但在南非的兽医专业学生中开展的研究尚属首次。这项描述性研究调查了比勒陀利亚大学兽医科学学院的 147 名兽医专业毕业班学生。其中 102 人填写了问卷（回复率为 69%）。大多数人表示他们知道什么是急性髓系白血病，少数人则是第一次听说。少数人认为洗手不彻底会导致 AMR。近四分之一的学生表示他们的 AMS 知识贫乏，大多数人指出需要更多培训。BVSc 课程应包括更多有关 AMS 和 AMR 的材料，以弥补培训方面的不足。

引用次数: 0

Is Digital Video Recorded Simulated Suture Skills Testing Associated With Lower Stress and Anxiety Than Traditional In-Person Assessment for Veterinary Students? 数字视频录制的模拟缝合技能测试是否比传统的兽医学生当面评估更能减轻压力和焦虑？

IF 1 3区农林科学 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Journal of veterinary medical education

Pub Date : 2023-12-07 DOI: 10.3138/jvme-2023-0091

Brigitte A. Brisson, R. Dobberstein, Gabrielle Monteith, Andria Jones

Anxiety can affect exam performance so exploring methods to improve mental health and academic performance is relevant. The objectives of this study were to investigate stress amongst veterinary students undergoing simulated suture skills examinations and determine if digital video recording can reduce stress compared to in-person examination. Thirty-nine students were prospectively enrolled and randomized to undergo two simulated suture examinations, a session proctored by an in-person examiner or one digitally recorded with no proctor present and then crossed over to the other group. Survey data, modified State-Trait Anxiety Inventory (STAI), salivary cortisol, heart rate (HR) and blood pressures were obtained at baseline, prior to, and post-examinations. STAI scores were significantly higher post- in-person examination compared to pre- in-person examination ( p = .0014) for first session. Pre- examination STAI scores were significantly higher for in-person examinations compared to recorded examinations ( p = .0312) during the second session. Blood pressure was significantly higher during the first session regardless of examination type ( p = .018) and HR was lower at baseline than pre- and post-examination, regardless of exam type (p<.0001). Students reported more stress with in-person examinations (p<.0001) and that if given a choice, they would preferentially opt for recorded examinations ( p < .0001). Twenty-eight of 32 students with prior suture skills examination experience reported that the simulated examination was less stressful. STAI scores and self-reported stress levels were significantly lower following recorded exams. Digital video recording of skills testing can reduce perceived stress in veterinary students compared to traditional in-person skills examination.

焦虑会影响考试成绩，因此探索改善心理健康和学习成绩的方法是相关的。本研究的目的是调查兽医学生在进行模拟缝合技能检查时的压力，并确定与现场检查相比，数字视频记录是否可以减轻压力。39名学生被纳入前瞻性研究，随机接受两次模拟缝合检查，一次由现场检查人员监督，或一次在没有监考人员在场的情况下进行数字记录，然后转到另一组。在基线、检查前和检查后获得调查数据、改进的状态-特质焦虑量表(STAI)、唾液皮质醇、心率(HR)和血压。与第一次面对面检查前相比，面对面检查后的STAI得分显著较高(p = 0.0014)。在第二阶段，面对面检查的考试前STAI分数明显高于记录检查(p = 0.0312)。无论检查类型如何，第一次检查时血压显著升高(p = 0.018)，基线HR低于检查前和检查后，无论检查类型如何(p< 0.0001)。学生报告说，面对面考试的压力更大(p< 0.0001)，如果有选择，他们会优先选择记录考试(p< 0.0001)。32名有缝合技能考试经验的学生中有28名报告模拟考试压力较小。在记录考试后，STAI分数和自我报告的压力水平显著降低。与传统的面对面技能考试相比，技能测试的数字视频记录可以减少兽医学生的感知压力。

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引用次数: 0

Veterinary Students Underestimate Cat and Dog Owner Adherence and Knowledge Regarding Antimicrobial Use and Resistance 兽医专业学生低估了猫狗主人对抗菌药使用和耐药性的依从性和相关知识

IF 1 3区农林科学 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Journal of veterinary medical education

Pub Date : 2023-12-05 DOI: 10.3138/jvme-2023-0129

Erin Frey, April Kedrowicz, M. Hedgpeth

The purpose of this study was to explore students’ perceptions related to cat and dog owners’ (a) knowledge of antibiotics and antimicrobial resistance, (b) expectations and preferences related to antibiotic use, and (c) preferences and experiences related to veterinarian–client communication preferences and experiences. This project compared students’ responses to those provided by cat and dog owners in a previous study. Because that prior research suggested that students’ perceptions can shift over time, we also explored whether progression throughout the DVM curriculum impacted students’ views of cat and dog owners. DVM students ( n = 584) from seven schools in the Southeastern Veterinary Education Consortium completed an online survey based on prior research of cat and dog owner behavior and preferences. Results indicate that DVM students overestimate cat and dog owner's expectations for antibiotics and underestimate cat and dog owners’ adherence to veterinary directions for antibiotic use. Similarly, fewer DVM students than cat and dog owners agreed that veterinary communication about antibiotics, their side effects, and their cost occurs during visits with a sick pet. Where significant, more students in later DVM class years had a positive view about client knowledge/adherence and veterinary communication. This lack of confidence in clients’ knowledge and competence and in the quality of veterinarian–client communication indicates a need to educate students on their perceptions of veterinary–client communications, as well as reinforcing that clients generally listen and trust veterinarians’ recommendations regarding antimicrobial prescribing and stewardship.

本研究旨在探讨学生对猫狗主人以下方面的看法：(a) 抗生素和抗菌药耐药性知识；(b) 与抗生素使用相关的期望和偏好；(c) 与兽医与客户沟通偏好和经验相关的偏好和经验。该项目将学生的回答与之前一项研究中猫和狗主人的回答进行了比较。由于之前的研究表明学生的看法会随着时间的推移而改变，因此我们还探讨了整个兽医课程的进展是否会影响学生对猫主人和狗主人的看法。东南兽医教育联盟（Southeastern Veterinary Education Consortium）七所学校的兽医专业学生（n = 584）完成了一项基于先前对猫狗主人行为和偏好研究的在线调查。结果显示，兽医硕士学生高估了猫狗主人对抗生素的期望，低估了猫狗主人对兽医抗生素使用说明的遵守程度。同样，与猫狗主人相比，认为兽医会在看望生病的宠物时就抗生素、其副作用和费用进行沟通的兽医学生人数较少。在有意义的情况下，兽医师后期班级中对客户知识/依从性和兽医沟通持积极看法的学生更多。这种对客户知识和能力以及兽医与客户沟通质量缺乏信心的情况表明，有必要教育学生了解他们对兽医与客户沟通的看法，并强化客户通常会听取并信任兽医关于抗菌药物处方和管理的建议。

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引用次数: 0

Stress Levels and Stressors of Veterinary Students in Indonesia 印度尼西亚兽医专业学生的压力水平和压力源

IF 1 3区农林科学 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Journal of veterinary medical education

Pub Date : 2023-12-05 DOI: 10.3138/jvme-2023-0090

Muhammad R. Janjani, Cahyani Fortunitawanli, Adinda R. Fauziah, Bryna Meivitawanli

Despite the growing collection of scientific publications on student stress levels, stress experienced by veterinary students in Indonesia has been less investigated. This study assessed the stress levels of veterinary students and investigated the stressors faced by veterinary students in Indonesia, both in undergraduate and professional programs. The study participants were 165 veterinary students from all universities offering veterinary medicine in Indonesia. The Perceived Stress Scale was used to evaluate stress levels, and the modified Veterinary Medical Stressor Inventory was used to indicate several stressors in this study, including academic performance, clinical graduation, negative evaluation, and online classes experienced by veterinary students. The findings show that most veterinary students in Indonesia experienced moderate stress levels. Results also found that female students experienced higher levels of stress than their male counterparts. The multiple regression result shows that stressors belonging to the academic group were the most significant, primarily in undergraduate students. Aside from academics, the rigorous veterinary medicine curriculum, loneliness, and peer competition are the major potential stressors.

尽管关于学生压力水平的科学出版物越来越多，但对印度尼西亚兽医学生所经历的压力的调查却很少。本研究评估了印尼兽医学生的压力水平，并调查了兽医学生在本科和专业课程中面临的压力源。该研究的参与者是来自印度尼西亚所有提供兽医的大学的165名兽医学生。本研究采用感知压力量表评估压力水平，并采用改良的兽医医学压力源量表评估兽医学生的压力源，包括学业成绩、临床毕业、负面评价和在线课程。研究结果表明，印度尼西亚的大多数兽医学生都经历了中等程度的压力。研究结果还发现，女学生比男学生承受更大的压力。多元回归结果显示，学术组压力源最显著，以本科生压力源为主。除了学术，严格的兽医课程、孤独和同伴竞争是主要的潜在压力源。

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