Journal of veterinary medical education最新文献

Lameness in horses resulting from foot pathology is very common. When investigating the cause of a lameness localised to the foot, the first step is most frequently radiographic imaging. Therefore, being able to identify normal anatomy and recognise pathology on radiographs is important for a veterinary medicine student to learn. Computer-aided learning (CAL) is becoming increasingly utilised in the teaching of students on medicine-related courses, especially post-COVID where online learning has been continued in hybridisation with in-person teaching.In this study, a low-cost CAL module was created focusing on anatomy and pathology of the equine foot on radiographic images and testing was carried out to evaluate how beneficial students found this resource for their learning. There were two research questions: 1. Can a useful CAL module be produced at low cost? 2. Will this CAL module function to increase student confidence? The CAL module was produced at no cost; similar CAL modules could be easily re-created using a similar module at a low-to-no cost. Three skills were reviewed: recognition of normal anatomy, identification of pathology, and selection of appropriate radiographic views for investigation of specific pathologies. A statistically significant increase in confidence of students' ability to recognise pathology and to select radiographic views for investigating specific pathologies when comparing pre- and post-resource confidence. Anecdotally there was a positive response to the resource: users found it useful for the intended purpose. Therefore, a useful CAL module was produced at low cost, and did indeed increase students' confidence in some areas investigated.

Performing drug dose calculations is an expected fundamental skill in veterinary medicine. Calculation errors are a significant contributor to medication errors in veterinary anesthesia and have the potential to harm patients. Investigating dose calculation errors in a clinical environment with live patients has not been reported in veterinary medicine. Identifying and reporting calculation errors can assist with teaching and mitigating future dose calculation errors. In a prospective, observational study, drug dose calculations included in the proposed anesthesia protocols of 53 third-year veterinary students for a canine and feline spay/neuter laboratory were reviewed. Calculation error incidence, type, and drugs involved were analyzed. A total of 686 drug doses were calculated for 83 patients. Twelve dose calculation errors were identified in nine anesthesia protocols, representing a protocol error rate of 10.8% (9/83) and an overall drug dose calculation error rate of 1.8% (12/686). The majority of errors (83.3%; 10/12) would have led to overdoses, whereas two errors (16.7%; 2/12) would have resulted in underdoses. Drug dose calculation errors are common during anesthetic planning by veterinary students. The occurrence of calculation errors poses a risk to patient safety, highlighting the need for effective teaching and training in this skill, as well as the role of error-reducing strategies such as independent double-checking of calculations.

With the growth of veterinary medicine and acknowledgment of the lack of diversity in the profession, it is necessary to educate future generations on the importance and growth of diversity, equity, and inclusion. However, few courses in the veterinary curriculum address this need. To fulfill such a need for one U.S. veterinary program, a veterinary student was mentored by faculty and staff to develop an elective course focused on cultural competency and humility in veterinary medicine. Through self-directed learning to design a course aimed at advancing veterinary students' knowledge of diversity, equity, and inclusion, the student progressed his knowledge of the topic while also being exposed to the logistical aspects of course design and potential as a future educator. The resulting student-driven, flipped classroom strategy yielded a positive discussion-based learning experience for its first student cohort and goals for its growth as a professional education course.

Teaching medical sciences is a continuously evolving process that requires an ongoing update for both students and teachers. Several methods are used to measure learning styles, among which the Visual, Auditory, Read/Write, Kinesthetic (VARK) framework focuses on how learners prefer to obtain information. With this study, we aimed to assess the VARK learning style on a large sample of veterinary students and educators in an aged-variety, multi-lingual, and multi-institutional setting. We obtained a total of 873 replies to our survey: 78.7% students, 6.6% veterinarians, 5.9% people with another occupation inherent to veterinary medicine, 5.7% European or American board-certified specialists, 1.1% veterinary nurses, 0.9% veterinary interns, and 0.9% veterinary residents of different specialties. The replies were obtained from French (56%), English (31.7%), Italian (11.5%), and Spanish (0.8%) versions of the survey. Most respondents (52.6%) were unimodal learners, while 47.4% exhibited two or more learning styles. Baby Boomers and Millennials were significantly less likely to use the visual and the aural style, respectively, compared with Generation Z. Moreover, Baby Boomers were approximately 54.2% less likely to be multimodal learners than Generation Z (χ² = 4.291, p = .038). According to our results, the current veterinary student population is comprised of multimodal learners highly adapted to learn visually and by listening, although there are some differences between countries. An initial assessment with the VARK survey at the beginning of the course may help teachers to study their specific population. Finally, here we collect some specific recommendations to follow based on the country where students are enrolled.

Case studies can be valuable tools in veterinary curricula to help students develop critical thinking skills. Little research has investigated how cases can affect student attitudes on complex animal welfare issues. The objectives were to determine if a role-play case on piglet castration would affect veterinary students' (a) ability and confidence in recalling scientific concepts regarding identification and management of pain in animals; (b) attitudes toward pigs, animal pain, and pain management; and (c) self-reflection on different viewpoints on pain and pain management in animals. First-year veterinary students enrolled in a core animal welfare course participated in a 4-week piglet castration case that included group assignments and role-playing. Students completed pre- and post-case quizzes and surveys (n = 128), as well as a written reflection after the case (n = 133). The effects of the case were assessed using quantitative (paired t-tests and Cochran's Q tests for quiz and survey responses) and qualitative (thematic analysis of written reflections) analyses. Students scored 8.6% higher on their post-case quiz and had slightly more positive attitudes toward pigs and the practicality of providing pain management for pigs after the case. Qualitative analysis of the written reflections revealed four main themes, including student preconceptions about pain in animals, flexibility or resistance to change their views on pain management, challenges associated with navigating different perspectives, and key takeaways from the case. Results indicate that role-play cases may help veterinary students learn about, and reflect on, complex animal welfare issues such as pain management.

As Doctor of Veterinary Medicine (DVM) class sizes continue to increase in the United States, there are concerns about maintaining student engagement and fostering higher-order cognitive skills within large classroom settings. Traditional didactic approaches in these environments may hinder student motivation and critical reasoning, skills essential for "day-one ready" veterinarians. Although active learning strategies are recognized for enhancing student engagement and critical thinking, they are often perceived as difficult to implement in large classrooms due to logistical and instructional challenges. This article describes the implementation of a lecture hall-based debate session in a large preclinical veterinary classroom as an active learning strategy. Findings showed high student engagement, with nearly all participants actively involved. Students reported that the debate format facilitated recall of presession materials and improved learning, and encouraged them to seek additional resources, reinforcing integration of knowledge. Qualitative feedback highlighted the debate's role in developing individualized decision making and critical appraisal skills relevant to veterinary practice. This article supports the feasibility and effectiveness of debates as an active learning strategy in large classroom settings within the preclinical veterinary curriculum.

Self-regulated learning (SRL) is critical in enabling students to manage extensive learning material effectively. However, the transition from secondary to tertiary education presents significant challenges for students as the demands on their SRL skills increase substantially. In veterinary education, this is particularly evident in anatomy. A better understanding of early-year students' SRL strategy knowledge and SRL strategy usage is needed to design effective interventions. Here we conducted cross-sectional and longitudinal analyses. The cross-sectional approach aimed to investigate: 1a) levels in SRL strategy knowledge and usage; 1b) relations between strategy knowledge and usage; and 1c) their relation to academic achievement. Furthermore, differences between first- and third-semester students were analyzed. The longitudinal approach aimed to: 2) investigate changes in strategy knowledge and usage during one semester. A sample of N = 181 veterinary anatomy students (108 first and 73 third semester) completed an SRL strategy knowledge test and an SRL strategy usage self-report questionnaire. Sixty students filled out both instruments one semester later. Results showed: 1a) moderate levels of knowledge and usage; 1b) low-to-moderate correlations between knowledge and usage; and 1c) a moderate correlation between usage and achievement. First- and third-semester students only differed in the relation of usage to achievement. Furthermore, 2) motivational strategy usage increased while cognitive and metacognitive strategy usage decreased over one semester, but there were no changes in strategy knowledge. Based on our results, it seems necessary that early-year students not only need training to enhance strategy knowledge but also on how to transfer this knowledge to their everyday study life, especially practical settings.

Veterinarians undergo several years of rigorous education in order to qualify in their chosen profession. As they enter clinical practice, or work within other areas of the profession, they embark upon a career-long journey of learning, whether that be 'formal' or 'informal' education and training, in order to develop themselves professionally and remain up to date. However, the vast majority of published educational literature within the veterinary sector relates to undergraduate programs. Research and scholarship relating to veterinary education and training beyond graduation is extremely sparse in comparison. This is somewhat different to what is seen in other health professions, including medical education, where a significant proportion of the literature focuses on education and training beyond graduation, from early career training and residencies through to continuing education. The advantages of publishing high-quality scholarship and research in any field are well known. Sharing more evidence and best practice in post-graduation education and training will inform international advances in this area. Although the specific educational challenges facing the profession at different career stages are distinct, evidence-informed approaches to educational interventions-whether that be supporting graduates' transition into the workplace, specialty training, or continuing education-have the potential to have a positive impact on many levels, from improved patient outcomes and client satisfaction, to enhancing veterinarians' job satisfaction and retention in the workplace. This article discusses the gaps in evidence in veterinary education and training beyond graduation, identifying some of the current challenges that could be addressed through a greater focus in this area, and their importance. In relation to graduate transition into the workplace, further work is needed to understand the optimal design and effectiveness of support programs, including coaching and mentoring for graduates. For formal post-graduate education leading to a more advanced level of practice, there is a need to better understand which approaches to teaching and assessment promote high-quality, consistent, learning experiences and outcomes. Further evidence regarding how continuing education is identified and undertaken by learners, and the corresponding impact on practice, would be valuable, and a greater understanding into feasible yet robust licensure assessments and mechanisms for revalidation are needed.

This study aimed to evaluate the impact of mixed-mode (hybrid and blended) learning on the inquiry process for veterinary students on clinical rotations. An exploratory sequential mixed methods design combining qualitative (focus group) and quantitative (questionnaire) data gathering was used. Deductive qualitative analysis was performed to evaluate ideas confirming the community-of-inquiry process as indicated by teaching, social, and cognitive presence. Inductive analysis was performed to evaluate ideas that did not fall under the community-of-inquiry presence. Likert scores and the proportions of different responses from the questionnaire were summarized. Seven students participated in the focus groups, whereas 60 completed the questionnaire. Thirty-one and 49 faculty members participated in the focus groups and completed the questionnaire, respectively. The components of community inquiry were present in the mixed-mode learning approach for students on clinical rotations. Emergent ideas that did not fit under cognitive, teaching, and social presences but directly or indirectly affected the inquiry process in mixed-mode learning included co-participation by students, flexibility for faculty, faculty well-being, and technical, administrative, and peer faculty support. Barriers to effective mixed-mode design of learning activities include a lack of training of clinical faculty, design misalignment between learning activities and rotation learning outcomes, and assessment of students. Implementing a well-designed institutional continuous education training program for clinical faculty on approaches to mixed-mode learning activities in clinical rotations, followed by an assessment of the training program's access, adoption, and quality, is required.

According to the United States Bureau of Labor Statistics, veterinary medicine is one of the least racially and ethnically diverse professions in the United States. Drawing from past research in veterinary health, as well as science, technology, engineering, and math (STEM) fields more broadly, we designed and implemented an online survey to address five nonmutually exclusive explanations for the lack of racial/ethnic diversity in veterinary medicine. On the basis of the responses of 2,083 participants to the survey, we found consistent, statistically significant differences in the experiences and perceptions of well-represented compared to under-represented DVM students and recent graduates. These differences correspond to aspects of each of the five potential explanations for the lack of diversity in veterinary medicine examined in this study, highlighting the complex nature of this issue. Most notably, our results suggest precollege exposure to advanced STEM courses, increased accessibility to paid experiential positions, pre-professional mentorship and fostering a sense of professional identity are particularly important areas of focus for organizations and institutions interested in targeting barriers to diversity in veterinary medicine.