Tessa LeCuyer, Stephen D. Cole, Jennifer L. Davis, Jennifer Hodgson, Abigail Childress, Shane M. Ryan, Susan Sanchez, Misty R. Bailey
{"title":"美国兽医专业学生抗菌药物选择自我效能评估调查工具的初步验证","authors":"Tessa LeCuyer, Stephen D. Cole, Jennifer L. Davis, Jennifer Hodgson, Abigail Childress, Shane M. Ryan, Susan Sanchez, Misty R. Bailey","doi":"10.3138/jvme-2023-0105","DOIUrl":null,"url":null,"abstract":"Antimicrobial resistance (AMR) is a major threat to human and animal health, and antimicrobial use selects for AMR. Appropriate selection of antimicrobial drugs is an important part of veterinary education, but many veterinary students report that they have knowledge gaps in this area. Students with greater self-efficacy, the belief that one can perform the individual steps that comprise a task, tend to expend more effort and motivation in learning new skills. Educational activities that improve self-efficacy can increase student motivation, but appropriate assessment tools tailored for specific educational domains are necessary to support these efforts. The purpose of this study was to validate an online survey instrument to measure veterinary student self-efficacy for antimicrobial selection. The secondary goal was to determine if clinical training increases veterinary students’ self-efficacy for antimicrobial selection. A total of 380 students from seven veterinary colleges in the United States completed an online survey instrument that asked students to self-assess their abilities to perform 13 tasks associated with antimicrobial selection on a 10-point Likert-type scale. A principal components analysis identified three factors associated with self-efficacy for antimicrobial selection: (a) empirical selection and dosing of antimicrobials, (b) identification of trustworthy resources and resistance to pressure to prescribe, and (c) knowledge of when antimicrobials are needed. Self-efficacy for antimicrobial selection increases the most in the fourth year of veterinary training. However, exposure to at least one clinical rotation was not associated with higher self-efficacy for selection of antimicrobials.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":"8 1","pages":""},"PeriodicalIF":1.1000,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Initial Validation of a Survey Instrument to Evaluate Veterinary Student Self-Efficacy for Antimicrobial Selection in the United States\",\"authors\":\"Tessa LeCuyer, Stephen D. Cole, Jennifer L. Davis, Jennifer Hodgson, Abigail Childress, Shane M. Ryan, Susan Sanchez, Misty R. Bailey\",\"doi\":\"10.3138/jvme-2023-0105\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Antimicrobial resistance (AMR) is a major threat to human and animal health, and antimicrobial use selects for AMR. 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Initial Validation of a Survey Instrument to Evaluate Veterinary Student Self-Efficacy for Antimicrobial Selection in the United States
Antimicrobial resistance (AMR) is a major threat to human and animal health, and antimicrobial use selects for AMR. Appropriate selection of antimicrobial drugs is an important part of veterinary education, but many veterinary students report that they have knowledge gaps in this area. Students with greater self-efficacy, the belief that one can perform the individual steps that comprise a task, tend to expend more effort and motivation in learning new skills. Educational activities that improve self-efficacy can increase student motivation, but appropriate assessment tools tailored for specific educational domains are necessary to support these efforts. The purpose of this study was to validate an online survey instrument to measure veterinary student self-efficacy for antimicrobial selection. The secondary goal was to determine if clinical training increases veterinary students’ self-efficacy for antimicrobial selection. A total of 380 students from seven veterinary colleges in the United States completed an online survey instrument that asked students to self-assess their abilities to perform 13 tasks associated with antimicrobial selection on a 10-point Likert-type scale. A principal components analysis identified three factors associated with self-efficacy for antimicrobial selection: (a) empirical selection and dosing of antimicrobials, (b) identification of trustworthy resources and resistance to pressure to prescribe, and (c) knowledge of when antimicrobials are needed. Self-efficacy for antimicrobial selection increases the most in the fourth year of veterinary training. However, exposure to at least one clinical rotation was not associated with higher self-efficacy for selection of antimicrobials.
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.