Journal of veterinary medical education最新文献

Validation of a Questionnaire to Assess the Impact of Simulator-Based Learning on Student Satisfaction and Self-Confidence in Bovine Reproductive Veterinary Education.

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2025-02-06 DOI: 10.3138/jvme-2024-0033

Morgane Zanitoni, Javier Blanco-Murcia, Gustavo Ortiz-Díez, Andrea Priego-González, Ana Munoz-Maceda, Manuel Fuertes-Recuero, Maria J Sánchez-Calabuig

{"title":"Validation of a Questionnaire to Assess the Impact of Simulator-Based Learning on Student Satisfaction and Self-Confidence in Bovine Reproductive Veterinary Education.","authors":"Morgane Zanitoni, Javier Blanco-Murcia, Gustavo Ortiz-Díez, Andrea Priego-González, Ana Munoz-Maceda, Manuel Fuertes-Recuero, Maria J Sánchez-Calabuig","doi":"10.3138/jvme-2024-0033","DOIUrl":"https://doi.org/10.3138/jvme-2024-0033","url":null,"abstract":"This study aimed to assess the psychometric properties of a questionnaire designed to evaluate veterinary students' satisfaction and self-confidence within the realm of high-fidelity clinical simulation for bovine reproductive diagnostic techniques. The reliability analysis revealed a robust Cronbach's Alpha coefficient of .753 for the entire questionnaire, indicating a high level of internal consistency. A confirmatory factor analysis supported a bifactorial model, affirming appropriate factorial loadings for all items. The model's fit indices demonstrated strong alignment, suggesting the questionnaire's adeptness in accurately capturing students' experiences. The evaluation of satisfaction and self-confidence levels unveiled predominantly positive perceptions overall, albeit with discernible reservations, particularly regarding specific diagnostic techniques. Despite limitations, such as the utilization of a single-site sample, this study establishes the questionnaire's validity and reliability in the context of simulator-based learning. Thus, these preliminary results about students' confidence underscore the pivotal role of clinical simulation in bolstering students' skills.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20240033"},"PeriodicalIF":1.1,"publicationDate":"2025-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143255997","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

Active Rotation Management: Managing Clinical Veterinary Students in a Community-Based Teaching Model.

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2025-02-06 DOI: 10.3138/jvme-2024-0039

Malcolm A Cobb, Katy A Cobb, Gary C W England, Sarah L Freeman

{"title":"Active Rotation Management: Managing Clinical Veterinary Students in a Community-Based Teaching Model.","authors":"Malcolm A Cobb, Katy A Cobb, Gary C W England, Sarah L Freeman","doi":"10.3138/jvme-2024-0039","DOIUrl":"https://doi.org/10.3138/jvme-2024-0039","url":null,"abstract":"Distributed or community-based models for delivering clinical teaching to final-year veterinary students are becoming increasingly common. Managing real clinical problems in an authentic clinical environment drives students' intrinsic motivation and should prepare them more effectively for work in practice at graduation. These models do, however, present challenges, particularly around consistency of delivery and quality assurance management. The community-based model developed and refined at the University of Nottingham School of Veterinary Medicine and Science is different from those used elsewhere. Small groups of students spend two-week blocks in the premises owned by third parties in which they complete their clinical training. In all core clinical teaching sites, the School places approximately one member of the clinical staff per group of students, but students are taught by both School staff and non-School staff employed by the third party. Over the first 13 years of delivering clinical teaching in this model, a process of \"active rotation management\" has evolved to ensure consistency of the student experience across all the sites used. The challenges and issues presented by this model has led to the development of a series of \"dos\" and \"don'ts\" that inform the success of the model. Based on surveys of how well the students and employers feel rotations have prepared them for practice, this model seems to represent an effective method of delivering appropriate clinical teaching.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20240039"},"PeriodicalIF":1.1,"publicationDate":"2025-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143255995","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.

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2025-02-01 DOI: 10.3138/jvme-52-1-Note

引用次数: 0

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

Journal of veterinary medical education Pub Date : 2025-02-01 Epub Date: 2024-01-29 DOI: 10.3138/jvme-2023-0133

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

{"title":"Good Practices in Animal Research: A Web-Based Platform for Training in Laboratory Rodent Experimental Procedures.","authors":"Dennis Albert Zanatto, Guilherme Andrade Marson, Claudia Madalena Cabrera Mori","doi":"10.3138/jvme-2023-0133","DOIUrl":"10.3138/jvme-2023-0133","url":null,"abstract":"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.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"17-25"},"PeriodicalIF":1.1,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142589896","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

Case-Based E-Learning Tool Affects Self-Confidence in Clinical Reasoning Skills among Veterinary Students-A Survey at the Norwegian University of Life Sciences. 基于案例的电子学习工具影响兽医专业学生临床推理技能的自信心--挪威生命科学大学的一项调查。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2025-01-31 DOI: 10.3138/jvme-2023-0147

Linda H Godager, Iren Abrahamsen, Martine C Liland, Anne E Torgersen, Runa Rørtveit

{"title":"Case-Based E-Learning Tool Affects Self-Confidence in Clinical Reasoning Skills among Veterinary Students-A Survey at the Norwegian University of Life Sciences.","authors":"Linda H Godager, Iren Abrahamsen, Martine C Liland, Anne E Torgersen, Runa Rørtveit","doi":"10.3138/jvme-2023-0147","DOIUrl":"10.3138/jvme-2023-0147","url":null,"abstract":"Veterinary education plays a crucial role in equipping veterinarians with the necessary skills and knowledge to navigate the challenges they will face in their professional careers. As part of enhancing the veterinary students' training in clinical reasoning, an online electronic veterinary clinic was introduced to a group of students during their final semester. This platform, called Veterinary eClinic, provides access to digital, real-life clinical cases, allowing students to apply their knowledge and develop critical thinking skills in a practical context. In this research project, the veterinary students were asked to assess how confident they felt in different clinical tasks related to a clinical investigation before and after using Veterinary eClinic. An exploratory sequential mixed-methods design was used when collecting data. The students answered pre- and post-use questionnaires, and semi-structured interviews were conducted to elaborate on the quantitative results. Our results showed that the students were significantly more confident in making a problem list (p = .005), completing diagnostic tests (p = .022), making a diagnosis (p = .041), and performing assessments of animal welfare in the clinic (p = .002) after solving different clinical cases in Veterinary eClinic. As much as 97% of the respondents reported that Veterinary eClinic was a valuable learning resource in veterinary education, to a fairly large or very large extent. Our findings suggest that the use of a case-based e-learning tool might contribute to increased self-confidence in clinical reasoning skills.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20230147"},"PeriodicalIF":1.1,"publicationDate":"2025-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142591119","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

Students' Reports of Challenges, Experiences, and Perceptions of Equity, Diversity, and Inclusion at Veterinary Colleges in Canada and the United States. 加拿大和美国兽医学院学生的挑战、经历和对公平、多样性和包容性的看法报告。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2024-12-23 DOI: 10.3138/jvme-2024-0019

Kassandra M Dusome, Deep K Khosa, Lisa M Greenhill, Jennifer E McWhirter, Elizabeth A Stone

{"title":"Students' Reports of Challenges, Experiences, and Perceptions of Equity, Diversity, and Inclusion at Veterinary Colleges in Canada and the United States.","authors":"Kassandra M Dusome, Deep K Khosa, Lisa M Greenhill, Jennifer E McWhirter, Elizabeth A Stone","doi":"10.3138/jvme-2024-0019","DOIUrl":"https://doi.org/10.3138/jvme-2024-0019","url":null,"abstract":"Equity, diversity, and inclusion (EDI) in veterinary medicine affects veterinarians, students, clients, and the regional availability of veterinary services. Veterinary students from 5 colleges in Canada and 5 colleges in the United States were surveyed about their challenges, experiences, and perceptions related to EDI, resulting in 456 responses (10.4%). A greater proportion of participants reported personal, financial, mental health, and physical health challenges during veterinary college compared to the proportion reporting these challenges before starting veterinary college. Statistically, participants who did not identify as White (odds ratio [OR]: 2.2, confidence interval [CI]: 1.1-4.3), who reported having a disability (OR: 5.0, CI: 2.1-12.1), and who identified as part of the LGBTQ2S+ community (OR: 8.5, CI: 3.8-19.2 ) were more likely to agree or strongly agree that discrimination occurs at veterinary colleges. Fewer participants reported experiencing discrimination in veterinary colleges (20.6%) compared to veterinary workplaces (36.8%). In the workplace, more participants reported the expectation of facing bias from clients than from managers or peers. The expectation of facing bias from clients was associated with the female gender (OR: 2.7, CI: 1.3-5.6), not identifying as White (OR: 7.4, CI: 2.5-21.3), and identifying as part of the LGBTQ2S+ community (OR: 2.7, CI: 1.3-5.4). More participants expected to practice in the same type of region as where they grew up rather than a different type of region. Thus, training future veterinarians from areas with region-based lack of access to veterinary services may be more effective than simply training more veterinarians. College EDI initiatives should include input from all participants and especially those who are most likely to experience discrimination, facilitating meaningful training and support.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20240019"},"PeriodicalIF":1.1,"publicationDate":"2024-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142932057","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

Integrated, Scaffolded, and Mandatory Community and Shelter Medicine Curriculum: Best Practices for Transformational Learning on Access to Veterinary Care. 综合、支架式和强制性社区和收容所医学课程：获得兽医护理的转型学习的最佳实践。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2024-12-20 DOI: 10.3138/jvme-2023-0186

Lauren E Van Patter, Shane Bateman, Katie M Clow, Lynn Henderson, Giselle Kalnins, Lynne Mitchell, Jennifer Reniers

{"title":"Integrated, Scaffolded, and Mandatory Community and Shelter Medicine Curriculum: Best Practices for Transformational Learning on Access to Veterinary Care.","authors":"Lauren E Van Patter, Shane Bateman, Katie M Clow, Lynn Henderson, Giselle Kalnins, Lynne Mitchell, Jennifer Reniers","doi":"10.3138/jvme-2023-0186","DOIUrl":"https://doi.org/10.3138/jvme-2023-0186","url":null,"abstract":"Within veterinary medical education, there is increasing focus on equity and cultural competency/humility, especially within service learning in community and shelter medicine. This article reviews the current literature and draws from the experience of the Ontario Veterinary College Community Healthcare Partnership Program's development of a community and shelter medicine curriculum. We propose that to graduate veterinarians with the knowledge and skills to address inequities in access to veterinary care, a best practice is to integrate mandatory in-class and experiential learning activities, scaffolded across the curriculum. This is a best practice as it creates the best chance for transformational learning for students and is part of our responsibility to the communities we partner with to move toward cultural safety. This Best Practice report addresses the following questions: 1. What foundation of knowledge in community and shelter medicine is needed? (Five curricular pillars: animal welfare, vulnerable animals, spectrum of care, well-being, and cultural humility). 2. How should programs be structured? (Mandatory, integrated, and scaffolded curriculum). 3. What are the pedagogical goals? (Transformational learning). It is our hope that this synthesis is of value to other veterinary colleges seeking to develop programs and/or curricula in community and shelter medicine to address barriers to veterinary care access.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20230186"},"PeriodicalIF":1.1,"publicationDate":"2024-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142864780","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

Imposter Syndrome in Veterinary Education? How Knowledge and Confidence Affect Treatment of Canine Atopic Dermatitis. 兽医教育中的冒名顶替综合症？知识和信心如何影响犬特应性皮炎的治疗。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2024-12-20 DOI: 10.3138/jvme-2023-0167

Georgia Wilson, Tim Nuttall, Darren J Shaw

{"title":"Imposter Syndrome in Veterinary Education? How Knowledge and Confidence Affect Treatment of Canine Atopic Dermatitis.","authors":"Georgia Wilson, Tim Nuttall, Darren J Shaw","doi":"10.3138/jvme-2023-0167","DOIUrl":"https://doi.org/10.3138/jvme-2023-0167","url":null,"abstract":"Anecdotal data suggest that clinicians can be confused about the indications, advantages, and disadvantages of treatment options for canine atopic dermatitis (CAD). This may be due to the varying levels of knowledge and confidence among clinicians at different stages of their training and careers. A lack of evidence-based studies of confidence when applying knowledge in veterinary education inspired this research. We surveyed 75 Royal (Dick) School of Veterinary Studies (R(D)SVS) final-year students, 34 general practitioners (GPs), 70 GPs that have undertaken continuing professional development in dermatology, 34 advanced dermatology practitioners (e.g., interns and residents), and 15 dermatology specialists using an online questionnaire with Likert-type scales for each response. Correlations between the levels of education, sources of knowledge about managing CAD, and their understanding of different treatment options were analyzed. p < .001 was deemed significant. The results revealed a significant lack of confidence among students and GPs in treating CAD. In contrast, the groups generally had a similar level of understanding of the management options. The exception to this was a lack of understanding about ciclosporin and antihistamines among students and veterinarians with less dermatology experience. Targets for intervention should therefore aim to improve confidence in clinical application rather than knowledge per se in undergraduate and post-graduate education. Improving confidence in managing CAD will improve the welfare of atopic dogs and their owners.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20230167"},"PeriodicalIF":1.1,"publicationDate":"2024-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142864778","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

Adaptation and Validation of an Evaluation Instrument for Student Assessment of Veterinary Clinical Teaching. 兽医学临床教学学生评估工具的适应与验证。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2024-12-19 DOI: 10.3138/jvme-2024-0050

Paul N Gordon-Ross, Gene W Gloeckner, Andrew B West, Pedro P V P Diniz, Ohad Levi, Curtis L Eng, Margaret C Barr

{"title":"Adaptation and Validation of an Evaluation Instrument for Student Assessment of Veterinary Clinical Teaching.","authors":"Paul N Gordon-Ross, Gene W Gloeckner, Andrew B West, Pedro P V P Diniz, Ohad Levi, Curtis L Eng, Margaret C Barr","doi":"10.3138/jvme-2024-0050","DOIUrl":"https://doi.org/10.3138/jvme-2024-0050","url":null,"abstract":"There is a dearth of validated instruments for assessing clinical teaching in veterinary education. This study describes the development and validation of a veterinary-adapted Stanford Faculty Development Program 26 (SFDP-Vet22) instrument for student evaluation of veterinary clinical educators. Validity evidence was gathered in three specific categories: (a) content, (b) response process, and (c) internal structure. Content validity was supported by the educational theory and research underlying the Stanford Faculty Development Program 26 (SFDP-26) instrument. The process of adapting the SFDP-26 to the veterinary clinical education setting and piloting the SFDP-Vet22 supported validity in the response process, but straightlining indicated that some students ([Formula: see text]) did not use the instrument as intended. Validity in internal structure was supported by the result of exploratory factor analysis with a six-factor solution. This was performed using principal axis factoring extraction and direct oblimin oblique rotation ([Formula: see text]) on Box-Cox-transformed data. Twenty of the 22 items loaded in the predicted factors. Cronbach's alphas for each factor were above .846, mean inter-item correlations ranged from .594 to .794, and mean item-total correlations ranged from .693 to .854. The six-factor solution explained 75.5% of the variation, indicating a robust model. The results indicated that the control of session, communication of goals, and self-directed learning factors were stable and consistently loaded as predicted and that learning climate, evaluation, and feedback were unstable. This suggests the transference of these constructs from medical to veterinary education and supports the intended use: low-stakes decisions about clinical educator performance and identifying areas of potential growth of educators.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20240050"},"PeriodicalIF":1.1,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142864771","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

Compassion Fatigue Rounds (CFR): A Proactive Brief Intervention to Introduce Mental Health Awareness in a Veterinary Clerkship. 同情疲劳查房（CFR）：在兽医见习人员中引入心理健康意识的主动简短干预。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2024-12-19 DOI: 10.3138/jvme-2024-0068

Janet L Sosnicki, Penny S Reynolds

{"title":"Compassion Fatigue Rounds (CFR): A Proactive Brief Intervention to Introduce Mental Health Awareness in a Veterinary Clerkship.","authors":"Janet L Sosnicki, Penny S Reynolds","doi":"10.3138/jvme-2024-0068","DOIUrl":"https://doi.org/10.3138/jvme-2024-0068","url":null,"abstract":"The mental health and well-being of veterinary students and graduate veterinarians is a critical area of concern. Veterinary students experience high levels of psychological distress, particularly during transitional periods such as clinical training. While mental health interventions typically target pre-clinical years, the unique challenges faced by clinical students are often overlooked, resulting in inadequate support during important periods of professional development. To address this gap, Compassion Fatigue Rounds (CFR) were introduced. CFR is a proactive, integrated intervention within one clinical clerkship program. The rounds address compassion fatigue, burnout, and self-care practices through a small group discussion facilitated by the clinical instructor. An evaluation of CFR was conducted through anonymous online student surveys administered between March and September 2023. Following CFR, students self-reported an increase in knowledge, confidence, and preparedness regarding the mental health challenges in veterinary medicine. Students overwhelmingly reported positive experiences, pointing to the potential effectiveness of CFR in educating, engaging, and supporting clinical students on mental health well-being. This study offers preliminary evidence for integrating mental health education into the clinical year curriculum and serves as a practical guide for clinical instructors.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20240068"},"PeriodicalIF":1.1,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142864773","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