Journal of veterinary medical education最新文献

{"title":"Fostering Critical Thinking Through Debate in Veterinary Education: A Large Classroom Perspective.","authors":"Amy Nichelason","doi":"10.3138/jvme-2025-0035","DOIUrl":"https://doi.org/10.3138/jvme-2025-0035","url":null,"abstract":"<p><p>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.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20250035"},"PeriodicalIF":1.1,"publicationDate":"2025-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144275226","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}

{"title":"Self-Regulated Learning in Early-Year Veterinary Students: Analyzing Strategy Usage and Strategy Knowledge in Anatomy Classes.","authors":"Laura Dörrenbächer-Ulrich, Balazs Gerics, Evelyn Steinberg","doi":"10.3138/jvme-2025-0016","DOIUrl":"https://doi.org/10.3138/jvme-2025-0016","url":null,"abstract":"<p><p>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.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20250016"},"PeriodicalIF":1.1,"publicationDate":"2025-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144289484","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}

{"title":"The Veterinary Education and Training Landscape Beyond Graduation: Where Is the Evidence?","authors":"Linda Prescott-Clements, Kent G Hecker, Harold G J Bok, Martin Cake","doi":"10.3138/jvme-2025-0030","DOIUrl":"https://doi.org/10.3138/jvme-2025-0030","url":null,"abstract":"<p><p>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 <i>beyond graduation</i> 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 <i>beyond graduation</i>, 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.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20250030"},"PeriodicalIF":1.1,"publicationDate":"2025-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144275228","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}

{"title":"Mixed-Mode Learning: Adoption of Cognitive, Social, and Teaching Presence Elements on Clinical Rotations.","authors":"Munashe Chigerwe, Karen A Boudreaux, Jacqueline M Cardwell","doi":"10.3138/jvme-2025-0018","DOIUrl":"https://doi.org/10.3138/jvme-2025-0018","url":null,"abstract":"<p><p>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.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20250018"},"PeriodicalIF":1.1,"publicationDate":"2025-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144275227","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}

{"title":"Addressing Five Explanations for the Lack of Racial and Ethnic Diversity in Veterinary Medicine in the United States: Results from a Survey of DVM Students and Early Career Veterinarians.","authors":"Margaret A Stanton, Adryona Miller","doi":"10.3138/jvme-2024-0128","DOIUrl":"https://doi.org/10.3138/jvme-2024-0128","url":null,"abstract":"<p><p>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.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20240128"},"PeriodicalIF":1.1,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144234468","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}

{"title":"Awareness of Veterinary Social Work in Veterinary Professionals.","authors":"Alison Sutton-Ryan, Aviva Vincent","doi":"10.3138/jvme-2025-0015","DOIUrl":"https://doi.org/10.3138/jvme-2025-0015","url":null,"abstract":"<p><p>Although the specialty field of veterinary social work (VSW) is becoming more prominent within social work education and training programs, there is a lack of awareness of what a VSW professional can do when embedded within the veterinary medicine profession. Social workers often interact with individuals who have companion animals and with veterinary medicine professionals. However, there is a lack of collaborative care, evident in the empirical research and practice experience, between social work and veterinary medicine. Understanding the veterinary profession's awareness of VSW is essential to the development of interdisciplinary collaborations. VSW is a specialized practice of social work that includes four explicit components: 1) grief and loss of pets; 2) compassion fatigue and well-being of veterinarian professionals; 3) animal-assisted interventions; and 4) the link between animal abuse and interpersonal violence. A researcher-created survey was distributed to veterinary practice affiliates connected with a college of veterinary medicine (<i>N</i> = 100). The aims of this anonymous Qualtrics survey were to: 1) explore veterinary professionals' understanding of the concepts of VSW; 2) identify which resources, needs, and support veterinary medicine professionals need for the four components of VSW; and 3) determine if veterinary professionals desire a social worker in their settings to collaborate. The results demonstrated a lack of awareness of concepts by veterinary professionals of VSW. Respondents also expressed a desire for increased social work presence in their veterinary practice. This study highlights the importance of incorporating VSW into veterinary medical training to increase interprofessional collaborations and interventions.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20250015"},"PeriodicalIF":1.1,"publicationDate":"2025-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144234469","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}

{"title":"Reflections of Novice Veterinary Clinical Educators on Feedback Training: Insights from a UK Training Programme.","authors":"Paul Pollard, Dona Wilani Dynatra Subasinghe","doi":"10.3138/jvme-2025-0022","DOIUrl":"https://doi.org/10.3138/jvme-2025-0022","url":null,"abstract":"<p><p>Within veterinary education, there is an increasing shift toward a distributed teaching model, requiring clinicians to assume roles as novice educators. To support their development, the University of Surrey pioneered a training program focused on promoting educational theory and feedback delivery skills. This study investigates the reflections of 79 novice clinical educators on their experiences with structured feedback training, analyzed using inductive thematic analysis. Five key themes emerged: adopting a structured feedback approach, fostering self-assessment and reflection, providing specific and constructive feedback, creating a supportive learning environment, and overcoming challenges in delivering negative feedback. Findings revealed that 99% (<i>n</i> = 79) of educators recognised the importance of structured feedback, advocating for established models to guide delivery. Additionally, 87% (<i>n</i> = 69) highlighted the value of self-reflection, viewing feedback as a two-way dialogue. Specific and constructive feedback was deemed critical by 76% (<i>n</i> = 60), emphasizing the balance between positive reinforcement and areas for improvement. Creating a supportive learning environment was seen as essential by 66% (<i>n</i> = 52) of educators, while 37% (<i>n</i> = 29) acknowledged challenges in delivering negative feedback due to concerns about student demotivation. Training helped reframe negative feedback as a growth opportunity, promoting actionable and constructive guidance. The study suggests redefining \"feedback sessions\" as \"reflective teaching sessions\" to better capture the interactive and developmental nature of the process. These findings underscore the necessity of structured training for novice clinical educators, advocating for clear frameworks, reflective dialogue, and a reframed approach to feedback delivery to enhance student learning.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20250022"},"PeriodicalIF":1.1,"publicationDate":"2025-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144216263","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}

{"title":"Perception of Animal Welfare and Animal Abuse among Veterinary Students: Role of Individual and Sociodemographic Factors.","authors":"Luis Alberto Henríquez-Hernández, Laura Estévez-Pérez, Octavio P Luzardo, Manuel Zumbado","doi":"10.3138/jvme-2023-0187","DOIUrl":"10.3138/jvme-2023-0187","url":null,"abstract":"<p><p>Animal welfare and animal abuse, although measurable, exhibit a high degree of subjectivity that conditions how they are perceived and the level of sensitivity. Both elements are influenced by individual and sociodemographic factors. To determine the perception of animal welfare among veterinary students and to study the main sociodemographic factors influencing the assessment of animal welfare. To evaluate animal welfare perception at the University of Las Palmas de Gran Canaria's Faculty of Veterinary Medicine, a 20-question survey was deployed via the Google Surveys platform. Distributed across all academic years, it was facilitated with QR codes located within the faculty premises. The data collection occurred from November 1, 2022, to November 30, 2022. A total of 223 students responded the questionnaire about perception of animal abuse, which represents 56.3% of the total enrollment in the academic year 2022-2023. Sensitivity to animal welfare, including academic training on how to respond to animal abuse, increased as students progressed through their studies. However, as students approached the end of their studies, they became less willing to make voluntary efforts. The profile of the veterinary student least sensitive to animal abuse appeared to be men without dogs who reside in rural habitats and have family members involved in hunting or fishing. We propose the implementation of intensive courses on animal welfare throughout the veterinary curriculum, along with an understanding of the veterinarian's role in reporting animal abuse. This approach aims to foster a foundation of critical awareness and commitment to animals.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"409-418"},"PeriodicalIF":1.1,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142590020","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}

{"title":"Value of Study Skills Training for Incoming Veterinary Students.","authors":"Margaret V Root Kustritz, Vesna Hampel-Kozar","doi":"10.3138/jvme-2024-0003","DOIUrl":"10.3138/jvme-2024-0003","url":null,"abstract":"<p><p>Students may struggle as they enter the veterinary curriculum because they have historically been successful academically and so may fail to recognize the necessary changes in study skills required to manage the increased content and rigor of veterinary training. This manuscript describes processes used by one school to help students better understand study strategies and to address students' academic and personal concerns that may impact their achievement.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"327-329"},"PeriodicalIF":1.1,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142590798","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}

{"title":"Support for Neurodivergent Students in Veterinary Education Part 1: Current Practice and Roundtable Discussion of Recommendations.","authors":"Kirstie J Pickles, Anna R Hollis","doi":"10.3138/jvme-2024-0013","DOIUrl":"10.3138/jvme-2024-0013","url":null,"abstract":"<p><p>Approximately 10% of undergraduate student populations are neurodivergent. Such students have differences in executive functioning and social communication skills, which can confer both strengths and challenges in the academic environment. Specific challenges presenting in the veterinary curriculum include the intense workload, unpredictable nature of work, and high level of interpersonal and communication skills required in clinical settings. Extramural studies (EMS) occur remote from university support systems, adding further challenge for some students. A survey was sent to all current United Kingdom veterinary schools in 2022 to identify current support for neurodivergent students. An interactive roundtable discussion was held to brainstorm best practice for harnessing the power of neurodiversity in the clinical learning environment. Several consistent themes emerged. Most veterinary schools provide some degree of support for neurodivergent individuals, but support varies widely. Four of the eight schools provide support at open days and/or following offers, with one school offering a summer school. Five schools confirmed that accommodations were made to clinical rotations and/or EMS in line with a support plan from their Disability Service. Despite these steps to assist neurodivergent students, support could, and should, be increased to improve the student experience. Suggested enhancements include a supportive environment for the empowerment of disclosure, neurodiversity awareness training for university staff and placement providers, provision of reasonable adjustment guidelines for EMS providers, clinical/intramural rotation orientation and support, and student access to a neurodiversity mentor/coach.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"311-316"},"PeriodicalIF":1.1,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142590589","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}