Journal of veterinary medical education最新文献

The Importance of Student Preparedness Characteristics for Veterinary Workplace Clinical Training (WCT) in a Distributive Curriculum, from the Perspectives of Students, Academics, and Clinical Supervisors. 从学生、学者和临床督导的角度看分配式课程中兽医工作场所临床培训（WCT）的重要性特征。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2025-10-01 Epub Date: 2024-09-26 DOI: 10.3138/jvme-2024-0041

Jennifer Routh, Sharmini Julita Paramasivam, Peter Cockcroft, Vishna Devi Nadarajah, Kamalan Jeevaratnam

{"title":"The Importance of Student Preparedness Characteristics for Veterinary Workplace Clinical Training (WCT) in a Distributive Curriculum, from the Perspectives of Students, Academics, and Clinical Supervisors.","authors":"Jennifer Routh, Sharmini Julita Paramasivam, Peter Cockcroft, Vishna Devi Nadarajah, Kamalan Jeevaratnam","doi":"10.3138/jvme-2024-0041","DOIUrl":"10.3138/jvme-2024-0041","url":null,"abstract":"Veterinary students, academics, and clinical supervisors are likely to have different perspectives on what it takes to be prepared for workplace clinical training (WCT). Differing expectations could confuse students if they receive conflicting messages about the skills and attributes to which they should aspire. Furthermore, they may struggle to engage with the affordances that workplaces provide for learning if unprepared. Using a survey, we ranked 91 preparedness characteristics and seven preparedness themes for WCT for importance, according to clinical supervisors, academics, and final-year veterinary students before and after undergoing WCT in a UK veterinary school employing a distributive model of WCT. Statistical analyses were used to determine (a) rank alignment and (b) significant differences in characteristic and theme rank among groups. The correlation among characteristic rankings was strongest between students and clinical supervisors, and weakest between clinical supervisors and academics. Honesty, integrity, and dependability together formed the most important characteristic for students and clinical supervisors, whereas students' awareness that perfection is not expected was the most important characteristic for academics. The \"knowledge\" theme was ranked as significantly more important for academics compared with students pre-WCT. Therefore, differences in the expectations of students starting WCT have been demonstrated in this study. As the educational setting transitions from classroom to clinic, academics and students must adapt their notions of preparedness to align with conceptions of learning and teaching in the workplace, while supervisors should be mindful of students' pre-existing expectations. Continuous communication and expectation alignment are necessary for a cohesive curriculum strategy.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"633-648"},"PeriodicalIF":1.1,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142590616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"农林科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effect of Directed Pre-Veterinary Career Education on Applicant Confidence and Perception of the Profession. 定向兽医职业教育对申请人职业信心和认知的影响。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2025-10-01 Epub Date: 2024-12-06 DOI: 10.3138/jvme-2024-0025

Sara E Gonzalez, Amie M Imler, Kari K Turner, Alex Avelino, John M Gonzalez

{"title":"Effect of Directed Pre-Veterinary Career Education on Applicant Confidence and Perception of the Profession.","authors":"Sara E Gonzalez, Amie M Imler, Kari K Turner, Alex Avelino, John M Gonzalez","doi":"10.3138/jvme-2024-0025","DOIUrl":"10.3138/jvme-2024-0025","url":null,"abstract":"Elective undergraduate courses are offered at the University of Georgia and the University of Florida that explore veterinary careers, offer guidance on being a successful veterinary school applicant, and expose students to the reality of the profession through guest speakers. Students (N = 276) from both universities responded to a survey offered at the first and last class period over the course of 5 semesters. Using 100-point Likert scales, students were asked to gauge their opinion of and interest in the profession and demonstrate their confidence in various aspects of building a successful application. Data were analyzed as a randomized complete block design with survey completion time as the fixed effect. After completing the course, students showed decreased (p < .01) interest in becoming a veterinarian and a reduced (p = .01) opinion of the profession. Despite these decreases, student perception ratings remained in the positive range in both categories. Student opinions of financial commitment, veterinarian mental health, and diversity did not change (p > .20) after taking the course, though ratings in these categories were neutral to somewhat negative. The post-survey revealed students demonstrated more confidence in applying to veterinary school (p < .01), including understanding academic requirements, identifying ideal references, composing a statement of purpose, and gaining veterinary experience (p < .01). The survey demonstrated the benefits of a career exploration class for pre-veterinary students by increasing applicant confidence and showed that challenges facing the profession may influence the applicant pool.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"706-713"},"PeriodicalIF":1.1,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142789603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"农林科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Supporting Faculty at All Levels: A Practical Guide for Teaching Development in Veterinary Medical Education. 各级师资支持：兽医教育教学发展实践指南。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2025-10-01 Epub Date: 2025-07-11 DOI: 10.3138/jvme-2024-0144

Aliye Karabulut-Ilgu

引用次数: 0

Landmark Positioning on a Map: An Alternative Measure of Spatial Ability for Identifying Students Who May Benefit from Learning Gross Anatomy with Virtual Reality. 地图上的地标定位：一种空间能力的替代测量方法，用于识别可能从利用虚拟现实技术学习大体解剖学中受益的学生。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2025-10-01 Epub Date: 2024-09-04 DOI: 10.3138/jvme-2024-0011

Jason F Martin, Andrea Linton, Gwendolyn Rose Svenson, Andrew C Garrett, Damon W Mango, Paulina M Svec, Christianne Magee

{"title":"Landmark Positioning on a Map: An Alternative Measure of Spatial Ability for Identifying Students Who May Benefit from Learning Gross Anatomy with Virtual Reality.","authors":"Jason F Martin, Andrea Linton, Gwendolyn Rose Svenson, Andrew C Garrett, Damon W Mango, Paulina M Svec, Christianne Magee","doi":"10.3138/jvme-2024-0011","DOIUrl":"10.3138/jvme-2024-0011","url":null,"abstract":"Research has shown an inconsistent relationship between spatial abilities and learning outcomes from virtual anatomical tools. Instructors must understand this relationship to select appropriate resources for diverse learners. To identify appropriate tests for measuring spatial ability and evaluate the effectiveness of virtual anatomical resources, this study compared 96 students' visuospatial ability (measured using the Mental Rotation Task [MRT] and Landmark Position on a Map [LPM] tests) with learning outcomes from experimental anatomy sessions and undergraduate anatomical course examinations. During experimental sessions, students took a test after a brief instructional session using one virtual resource: a monoscopic resource (e.g., digital photographs or a rotatable three-dimensional [r3D] specimen) or a stereoscopic virtual reality (VR) specimen. A negative linear relationship was found between MRT scores and students in Session B using VR with controllers (r = -.56 to -.29), and LPM scores and students using VR (r = -.71 to .39) and r3D (r = -.41 to .43). There was a positive linear relationship between MRT scores and all other resources (r = .01 to .91), and course examination scores (r = .25 to .42, p = .05). Although the results were inconsistent, correlations were found between spatial ability and outcomes using both the MRT and LPM. The LPM might be better suited for determining which learners would benefit from VR. The results suggest that monoscopic resources best support high spatial abilities and stereoscopic resources best support low spatial abilities. These findings support accounting for diverse learner visuospatial abilities when selecting resources.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"615-623"},"PeriodicalIF":1.1,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142589902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"农林科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Predicting Admission and Future Performance of Veterinary School Applicants: Evaluation of Scores of Self-Reported Animal Experience and Rural Versus Urban Background. 预测兽医学校申请者的入学和未来表现：对自述动物经验和农村与城市背景分数的评估。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2025-10-01 Epub Date: 2024-11-29 DOI: 10.3138/jvme-2024-0073

Nicole J Fernandez, Matt R Read, Robert McCorkell, Connor Maxey, Kent G Hecker

{"title":"Predicting Admission and Future Performance of Veterinary School Applicants: Evaluation of Scores of Self-Reported Animal Experience and Rural Versus Urban Background.","authors":"Nicole J Fernandez, Matt R Read, Robert McCorkell, Connor Maxey, Kent G Hecker","doi":"10.3138/jvme-2024-0073","DOIUrl":"10.3138/jvme-2024-0073","url":null,"abstract":"Admission to veterinary school is generally based on academic and non-academic measures. Descriptions of animal or veterinary experience and rural versus urban background are often sought from applicants, but little is objectively known about their impact on admission success or future performance. We evaluated scores from written descriptions from 590 veterinary school applicants for the nature and extent of self-reported animal experience. For those admitted to the program, we compared animal experience and rural versus urban background to performance in discipline-based courses, professional skills courses, clinical rotations, and the North American Veterinary Licensing Exam (NAVLE). More than 98% of applicants reported animal experience, with small animal veterinary experience most reported. There was no difference in animal experience or background between successful and unsuccessful applicants, but rural and urban applicants reported different experiences. There was a small correlation between small animal experience and performance in clinical rotations (.21), a small negative correlation between rural background and NAVLE performance (-.23), but otherwise, no significant correlations between animal experience or background and future performance. These findings suggest that scores of self-reported animal experience do not provide predictive information on applicants, or, alternatively, that the nature and extent of animal experience, the methods used to score these experiences, and/or the measures assessed during veterinary school need to be explicitly defined to ensure that we are capturing the appropriate information. More investigation into the scoring and impact of animal experience and background on applicant performance in the DVM program and success in a veterinary career is warranted.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"655-663"},"PeriodicalIF":1.1,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142750860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"农林科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Development of a Competency-Based Veterinary Education Diversity, Equity, Inclusion, and Justice Domain. 开发基于能力的兽医教育多样性、公平、包容和公正领域。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2025-10-01 Epub Date: 2024-09-02 DOI: 10.3138/jvme-2024-0006

Stephen D Cole, Bobbi J Conner, Ricardo de Matos, Danielle M Meritet, Florina S Tseng

引用次数: 0

Epistemic Emotions in Learning: Using Qualitative Inquiry to Explore Implications for Veterinary Educators in Responding to Student Emotions in Their Classrooms. 学习中的认知情绪：使用定性调查探讨兽医教育者在课堂上回应学生情绪的含义。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2025-10-01 Epub Date: 2024-11-29 DOI: 10.3138/jvme-2024-0076

Rachel Davis, April Kedrowicz, Jenny Moffett, Hafsa Zaneb, Elizabeth Armitage-Chan

{"title":"Epistemic Emotions in Learning: Using Qualitative Inquiry to Explore Implications for Veterinary Educators in Responding to Student Emotions in Their Classrooms.","authors":"Rachel Davis, April Kedrowicz, Jenny Moffett, Hafsa Zaneb, Elizabeth Armitage-Chan","doi":"10.3138/jvme-2024-0076","DOIUrl":"10.3138/jvme-2024-0076","url":null,"abstract":"Veterinary students frequently experience heightened emotions, which can stimulate or compromise learning. The impact of student emotions on educators, or the ways that educators can respond to these, is less well known. This has potential impacts for educators' own emotional responses and for educators' effectiveness in supporting learning. To better support educators in facilitating student learning, this study sought to further understand how students' epistemic emotions are experienced by educators. We explored the experiences of educators from three international veterinary schools, using iterative interpretive analysis of workshop discussions designed and implemented for the purpose of the study. Analysis revealed that veterinary educators experience a range of emotions in the course of teaching their students, arising from events, such as emotional topics or clinical situations; receipt of grades; and the experience of uncertainty, for example, in teaching methods or open-ended tasks. The educators' responses to these included feeling overwhelmed and anxious-wanting to help facilitate student learning but lacking the tools to do so. Consequently, educators felt unable to engage effectively with students, and learning was deactivated. This could occur even when students were interested and curious. Educators' responses were particularly challenged by time and assessment pressures (needing to remain on topic and teach to learning outcomes). Strategies for responding to student emotions and to support development of educator emotional intelligence have been generated. These include a need for institutional recognition of the time resources necessary for educators to reflectively learn from complex situations experienced in their classrooms.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"664-676"},"PeriodicalIF":1.1,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142750846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"农林科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Using a Positive Psychology Lens to Understand How Veterinary Medicine Learning Contexts Promote Student Thriving and Inhibit Frustration. 使用积极心理学视角了解兽医学学习环境如何促进学生茁壮成长并抑制挫败感。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2025-10-01 Epub Date: 2024-09-02 DOI: 10.3138/jvme-2024-0024

Lindley McDavid, Sandra F San Miguel

{"title":"Using a Positive Psychology Lens to Understand How Veterinary Medicine Learning Contexts Promote Student Thriving and Inhibit Frustration.","authors":"Lindley McDavid, Sandra F San Miguel","doi":"10.3138/jvme-2024-0024","DOIUrl":"10.3138/jvme-2024-0024","url":null,"abstract":"To develop a veterinary workforce equipped for long-term professional success, educational institutions must prioritize their students' well-being. Most approaches focus on building assets within the individual, like stress management, to limit negative outcomes, like burnout. Our research proposes a positive psychology-based model of student thriving that instead emphasizes the pervasive role of the social climate within a context. Basic Psychological Needs Theory (BPNT) posits that social relationships at the institutional, faculty and staff, and peer levels will promote student thriving and limit frustration through the satisfaction or frustration of the three psychological needs of competence, autonomy, and relatedness. Veterinary medical students across the United States (N = 202) completed a survey, and we used structural equation modeling to test how their institution's social climate predicted positive student outcomes (i.e., hope and life satisfaction) and a negative outcome (i.e., burnout) mediated by psychological need satisfaction and frustration. Students' perceptions of positive aspects of their institution's social climate ubiquitously predicted each variable in the model. Overall, the model positively predicted psychological need satisfaction (R2 = .44), hope (R2 = .67), and life satisfaction (R2 = .51), and negatively predicted psychological need frustration (R2 = .34) and burnout (R2 = .87). Findings emphasize the role veterinary medicine peers, faculty, and staff play in creating learning environments that support student thriving while limiting their frustration. By leveraging the interpersonal qualities posited by BPNT's parent theory, self-determination theory, veterinary medical colleges can build a culture of student support that benefits all within their system.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"606-614"},"PeriodicalIF":1.1,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11872016/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142590710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"农林科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Students Needing Remediation in Pre-Clinical Course Failures in a DVM Program: A 10-Year Analytic Study. 兽医专业临床前课程不及格需要补习的学生：一项为期 10 年的分析研究。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2025-10-01 Epub Date: 2024-12-16 DOI: 10.3138/jvme-2024-0065

Malathi Raghavan, S Kathleen Salisbury, James L Weisman

{"title":"Students Needing Remediation in Pre-Clinical Course Failures in a DVM Program: A 10-Year Analytic Study.","authors":"Malathi Raghavan, S Kathleen Salisbury, James L Weisman","doi":"10.3138/jvme-2024-0065","DOIUrl":"10.3138/jvme-2024-0065","url":null,"abstract":"Remediation of pre-clinical course failures in the DVM program at Purdue University College of Veterinary Medicine began in 2010. We set out to understand whether some students were more likely than others to use remediation opportunities and succeed. Student demographics, undergraduate (UG) experiences, including institution attended and major studied, UG performance as measured by grade point average (uGPA), and extent of academic difficulties in DVM years 1-3 were studied at univariate levels to determine which students more often failed ≥1 courses, remediated ≥1 courses, and were successful in all remediation attempts. Among 815 students in DVM classes 2014-2023, 157 failed ≥1 courses. Risk factors associated with failing ≥1 courses and with unsuccessful remediation were identified using multiple logistic regression analysis. Unsuccessful remediation, resulting in student's academic attrition, was defined as not succeeding at remediation of all failed courses, including being ineligible for or not attempting remediation. Risk factors were considered statistically significant at p value <0.05. Lower uGPA, having attended a minority-serving institution, and being an underrepresented minority or an international student were associated with increased likelihood of failing ≥1 courses. However, the only factors associated with unsuccessful remediation were failing ≥3 courses in DVM years 1-3 and failing at least one course in DVM year 1. No demographic or UG educational background is associated with unsuccessful remediation. Taken together, our models suggest that being at risk of failing ≥1 courses in DVM years 1-3 did not inevitably put students at risk of attrition when remediation opportunities were provided. However, an increasing number of course failures and failures beginning in DVM year 1 increased the risk of unsuccessful remediation. Early intervention to minimize academic difficulties in DVM program may mitigate risk of student attrition.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"624-632"},"PeriodicalIF":1.1,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142829133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"农林科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

AAVMC Notes. AAVMC笔记。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2025-10-01 DOI: 10.3138/jvme-52-5-Notes

引用次数: 0