小动物兽医矫形学的教学内容:对执业兽医的调查,为课程开发提供信息。

IF 1.1 3区 农林科学 Q3 EDUCATION, SCIENTIFIC DISCIPLINES Journal of veterinary medical education Pub Date : 2023-12-01 Epub Date: 2023-01-12 DOI:10.3138/jvme-2022-0070
Felix Duerr, Nicolaas Lambrechts, Colleen Duncan, Connor P Gibbs, Andrew West, Mark Rishniw, Lindsay Elam
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引用次数: 0

摘要

以能力为基础的兽医教育侧重于培养有成效、有自信的从业人员所需的知识和临床技能。准确识别与临床相关的核心能力使学术机构能够在有限的时间内优先考虑涵盖哪些新的基础信息。本研究旨在汇总兽医从业人员对兽医骨科小动物核心能力的意见。研究人员在网上发放了一份包含 20 个问题的调查问卷,其中的问题涉及受访者的人口统计学、教育程度、执业类型、工作量、参与矫形手术的情况、转诊医院的就诊情况、矫形病症的呈现频率和手术表现,以及各种矫形课程主题的建议分配百分比。共有 721 位受访者做出了回答,其中大部分是第一意见兽医(81%,n = 580/721)。大多数受访者(58%;n = 418/721)自己进行的骨科手术不到 10%,37%(n = 266/721)的受访者称从未进行过骨科手术;在进行手术的受访者中,78%(n = 354/455)的受访者每月进行的骨科手术不到六次。最常见的五种骨科疾病包括:全身性骨关节炎、髌骨脱位、头颅十字韧带疾病、髋关节发育不良/关节炎以及肌肉/肌腱损伤。对于理想的骨科课程中某一主题应占的百分比,受访者打分的中位数为:"骨科检查 "和 "非手术骨科知识 "各占 20%,"非手术骨科技能"、"骨科成像(X 光片)"和 "手术骨科知识 "各占 15%,"手术骨科技能 "占 10%,"高级骨科成像 "占 2%。基于这些结果,我们提出了一套课程,重点是与临床最相关的骨科疾病,强调诊断的建立和非手术治疗。
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What to Teach in Small Animal Veterinary Orthopedics: A Survey of Practicing Veterinarians to Inform Curriculum Development.

Competency-based veterinary education focuses on the knowledge and clinical skills required to generate a productive and confident practitioner. Accurate identification of clinically relevant core competencies enables academic institutions to prioritize which new and foundational information to cover in the limited time available. The goal of this study was to aggregate the opinions of veterinary practitioners about small animal core competencies in veterinary orthopedics. An online 20-question survey was distributed with questions regarding respondent demographics, education, practice type, caseload, involvement in orthopedic procedures, access to referral hospitals, frequency of orthopedic condition presentation and procedure performance, and proposed percent allocation of various orthopedic curriculum topics. Responses were included from 721 respondents, largely first-opinion veterinarians (81%, n = 580/721). The majority (58%; n = 418/721) of respondents performed less than 10% of the orthopedic surgeries themselves and, 37% (n = 266/721) reported never performing orthopedic surgery; of those performing surgeries, 78% (n = 354/455) performed less than six orthopedic procedures monthly. The five most common orthopedic conditions seen included generalized osteoarthritis, patellar luxation, cranial cruciate ligament disease, hip dysplasia/arthritis, and muscle/tendon injuries. Median respondent scores for the percentage that a topic should compose in an ideal orthopedic curriculum were 20% each for "orthopedic exam" and for "non-surgical orthopedic knowledge," 15% each for "non-surgical orthopedic skills," "orthopedic imaging (radiographs)," and "surgical orthopedic knowledge," 10% for "surgical orthopedic skills," and 2% for "advanced orthopedic imaging." Based on these results, a curriculum focusing on the most clinically relevant orthopedic conditions with an emphasis on diagnosis establishment and non-surgical treatments is proposed.

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来源期刊
CiteScore
2.20
自引率
30.00%
发文量
113
审稿时长
>36 weeks
期刊介绍: The Journal of Veterinary Medical Education (JVME) is the peer-reviewed scholarly journal of the Association of American Veterinary Medical Colleges (AAVMC). As an internationally distributed journal, JVME provides a forum for the exchange of ideas, research, and discoveries about veterinary medical education. This exchange benefits veterinary faculty, students, and the veterinary profession as a whole by preparing veterinarians to better perform their professional activities and to meet the needs of society. The journal’s areas of focus include best practices and educational methods in veterinary education; recruitment, training, and mentoring of students at all levels of education, including undergraduate, graduate, veterinary technology, and continuing education; clinical instruction and assessment; institutional policy; and other challenges and issues faced by veterinary educators domestically and internationally. Veterinary faculty of all countries are encouraged to participate as contributors, reviewers, and institutional representatives.
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