Journal of veterinary medical education最新文献

{"title":"Opportunities and Challenges in the Evidence-Informed Design of an Educational Escape Game for Veterinary Public Health Education Using Food-Borne Outbreak Investigation Data.","authors":"Chloé Deregnaucourt, Pedro H Imazaki, Jean-Denis Bailly, Laure David","doi":"10.3138/jvme-2026-0021","DOIUrl":"https://doi.org/10.3138/jvme-2026-0021","url":null,"abstract":"<p><p>Food-borne outbreak management is a core competency in veterinary public health curricula. We developed an immersive, team-based educational escape game informed by evidence from documented food-borne outbreaks, designed to train veterinary students in health alert management. The scenario simulates a food-borne outbreak after a corporate cocktail reception and leads participants through successive parts of investigation: analytical epidemiology, selection and interpretation of microbiological tests, official-style inspection of a catering facility, and formulation of corrective and preventive measures. The targeted pathogen selected was <i>Campylobacter</i> spp. because of its major public health importance and relative underrepresentation in early veterinary curricula. The epidemiological data set was parameterized to support a staged learning progression using two successive case series and a rapid case-control framework. Symptom distributions, incubation periods, and plausible noise sources were incorporated to reflect common limitations of real outbreak investigations and to encourage critical interpretation of evidence. Visual inspection materials and forward-flow principles were developed to strengthen realism. The resulting game provides a coherent learning environment where students must integrate multiple sources of evidence, work collaboratively under time constraints, and justify decisions in conditions that approximate real outbreak investigations. By translating scientific and surveillance data into an interactive pedagogical format, the approach promotes active learning while maintaining epidemiological plausibility and professional relevance. This article details the rationale underpinning these design choices, discusses educational implications within a veterinary public health-compatible perspective, and highlights limitations and trade-offs required to translate complex outbreak situations into a time-limited learning activity.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20260021"},"PeriodicalIF":1.1,"publicationDate":"2026-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149224512","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":"Veterinary Student Experience and Learning Using a 4D Electrocardiogram Simulator.","authors":"Alison Reid, Joanna Dukes-McEwan","doi":"10.3138/jvme-2026-0037","DOIUrl":"https://doi.org/10.3138/jvme-2026-0037","url":null,"abstract":"<p><p>Cardiac electrophysiology and electrocardiogram (ECG) interpretation present challenges for veterinary and medical education. Various resources and simulators exist to address this challenge. This study investigates the impact on learning and student experience of Epicardio Simulation™-VET in a UK undergraduate veterinary curriculum. This multi-method study invited students at the University of Liverpool School of Veterinary Science to complete a survey, comprising Likert-type and free-text questions, exploring their Epicardio experience. A case-control study used a pre- and post-learning quiz to compare learning gain in a self-directed clinical rotation ECG tutorial between a group learning with Epicardio and one learning with traditional resources. Survey responses were generally positive, with median scores of 4/5, except in response to the statement \"Epicardio is easy to navigate\" (<i>Mdn</i> 3/5), and \"Epicardio workshops should replace traditional lectures\" (<i>Mdn</i> 2/5; considerable variability in responses). Students also varied on whether \"the tutorials were easy to follow.\" Thematic analysis identified positive themes around application, clarification, visualization, interactivity, formative assessment, and user-friendliness. Negative themes highlighted technical difficulties including navigation and structure of the software, as well as curricular integration. The case-control study showed learning gains in both groups and no difference between groups before or after the self-directed tutorial. Students valued Epicardio as an additional learning tool and learned equally well with Epicardio and traditional resources in a self-directed format.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20260037"},"PeriodicalIF":1.1,"publicationDate":"2026-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149195012","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":"Variability and Misalignment in Pre-Clinical Veterinary Microbiology Education: Implications for Competency-Based Training.","authors":"John A Ellis, Michael D Lairmore","doi":"10.3138/jvme-2026-0035","DOIUrl":"https://doi.org/10.3138/jvme-2026-0035","url":null,"abstract":"<p><p>Microbiology is fundamental to veterinary medicine, providing the scientific basis for infectious disease diagnosis, antimicrobial stewardship, vaccination, bio-security, zoonotic disease management, and public health. Despite its importance, little information exists regarding how pre-clinical veterinary microbiology is taught or how curricular content aligns with competency-based veterinary education (CBVE). A survey conducted in collaboration with the American Association of Veterinary Medical Colleges (AAVMC) examined curricular structure, faculty composition, instructional methods, and conceptual priorities among accredited veterinary colleges in North America and Europe. Responses from 24 institutions and reviews of 24 course syllabi revealed substantial variability in disciplinary organization, instructional approaches, faculty expertise, and assessment practices. Most programs delivered microbiology through discipline-specific courses and relied primarily on lecture-based instruction. Learning objectives were common, but explicit competency statements and mapping to CBVE competencies were rare. These findings suggest a disconnect between traditional microbiology curricula and emerging competency-based educational frameworks. Development of discipline-specific competencies, systematic curriculum mapping, and greater integration of foundational sciences with clinical training may improve alignment between microbiology education and professional outcomes.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20260035"},"PeriodicalIF":1.1,"publicationDate":"2026-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149182766","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 AAVMC Council on Outcomes-based Veterinary Education: Developing and Implementing a Competency-Based Model for the Veterinary Profession.","authors":"","doi":"10.3138/jvme-53-5-Notes","DOIUrl":"https://doi.org/10.3138/jvme-53-5-Notes","url":null,"abstract":"","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":"53 5","pages":"iii-iv"},"PeriodicalIF":1.1,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149224532","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":"Usefulness of a Computer-Aided Learning Module for Teaching Radiology of the Equine Foot to Clinical Veterinary Students.","authors":"Mai R Tumber, Mary-Kate Burke","doi":"10.3138/jvme-2024-0165","DOIUrl":"10.3138/jvme-2024-0165","url":null,"abstract":"<p><p>Lameness in horses resulting from foot pathology is very common. When investigating the cause of a lameness localized to the foot, the first step is most frequently radiographic imaging. Therefore, being able to identify normal anatomy and recognize pathology on radiographs is important for a veterinary medicine student to learn. Computer-aided learning (CAL) is becoming increasingly utilised in the teaching of students in medicine-related courses, especially post-COVID where online learning has been continued in hybridization with in-person teaching. In this study, a low-cost CAL module was created focusing on anatomy and pathology of the equine foot on radiographic images, and testing was carried out to evaluate how beneficial students found this resource for their learning. There were two research questions: 1. Can a useful CAL module be produced at low cost? 2. Will this CAL module function to increase student confidence? The CAL module was produced at no cost; similar CAL modules could be easily re-created using a similar module at low to no cost. Three skills were reviewed: recognition of normal anatomy, identification of pathology, and selection of appropriate radiographic views for investigation of specific pathologies. A statistically significant increase was found in confidence of students' ability to recognize pathology and to select radiographic views for investigating specific pathologies when comparing pre- and post-resource confidence. Anecdotally there was a positive response to the resource: users found it useful for the intended purpose. Therefore, a useful CAL module was produced at low cost, and did indeed increase students' confidence in some areas investigated.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"676-684"},"PeriodicalIF":1.1,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144540711","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":"Perianesthetic Dose Calculation Errors by Veterinary Students During a Live Animal Teaching Laboratory.","authors":"Renata H Pinho, Alexandra R Robinson, Jessica Pang, Daniel S J Pang","doi":"10.3138/jvme-2025-0037","DOIUrl":"10.3138/jvme-2025-0037","url":null,"abstract":"<p><p>Performing drug dose calculations is an expected fundamental skill in veterinary medicine. Calculation errors are a significant contributor to medication errors in veterinary anesthesia and have the potential to harm patients. Investigating dose calculation errors in a clinical environment with live patients has not been reported in veterinary medicine. Identifying and reporting calculation errors can assist with teaching and mitigating future dose calculation errors. In a prospective, observational study, drug dose calculations included in the proposed anesthesia protocols of 53 third-year veterinary students for a canine and feline spay/neuter laboratory were reviewed. Calculation error incidence, type, and drugs involved were analyzed. A total of 686 drug doses were calculated for 83 patients. Twelve dose calculation errors were identified in nine anesthesia protocols, representing a protocol error rate of 10.8% (9/83) and an overall drug dose calculation error rate of 1.8% (12/686). The majority of errors (83.3%; 10/12) would have led to overdoses, whereas two errors (16.7%; 2/12) would have resulted in underdoses. Drug dose calculation errors are common during anesthetic planning by veterinary students. The occurrence of calculation errors poses a risk to patient safety, highlighting the need for effective teaching and training in this skill, as well as the role of error-reducing strategies such as independent double-checking of calculations.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"584-587"},"PeriodicalIF":1.1,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144528593","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":"Bridge to Success in Veterinary School: Evaluation of a Study Skills and Behavioral Strategies Course for Incoming Students.","authors":"Aliye Karabulut-Ilgu, Corynn D Klehm, Amelia Mindthoff, Gayle Brown, Joyce M Carnevale","doi":"10.3138/jvme-2025-0164","DOIUrl":"10.3138/jvme-2025-0164","url":null,"abstract":"<p><p>Incoming veterinary students often face challenges adapting to rigorous professional curricula, which impact their academic performance as well as personal well-being. To address this, Iowa State University offered an optional asynchronous online summer course-Bridge to Success in Veterinary School-covering evidence-based learning techniques (spacing, retrieval practice, metacognition), discipline-specific skills (note-taking, exam preparation), and resilience behaviors (growth mindset, time management, stress management). A mixed-methods evaluation incorporated a pre-course survey, a post-course survey, focus group interviews, and a delayed second-semester survey. Approximately 15% of incoming students completed the course. Participants reported that academic preparedness and exposure to professional workloads motivated participation, while summer commitments limited participation. Overall satisfaction was high, and 90% of completers would recommend the course. About half of participants indicated that they applied new cognitive strategies in their first semester, and a majority adopted behavioral techniques. Participants recommended shorter, example-driven videos, veterinary-specific case studies, a \"day in the life\" module, and extended access. These findings suggest that targeted logistical and contextual enhancements could strengthen course reach and long-term impact on veterinary student learning.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"631-639"},"PeriodicalIF":1.1,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148794847","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":"Confidence, Competence, and Cadavers: Improving the Self-Perception of Practice through Practical Teaching.","authors":"Jill R D MacKay, Kirsty Hughes, John Ryan, Kelly L Bowlt Blacklock","doi":"10.3138/jvme-2024-0112","DOIUrl":"10.3138/jvme-2024-0112","url":null,"abstract":"<p><p>Practical sessions using cadavers are one method of teaching clinical skills en masse to veterinary students, supporting students to learn the skills and gain the confidence to become Day One competent veterinarians. As confidence and competence are often conflated in competency-based education approaches, in this study we used a pre-post survey design to evaluate 67 student self-ratings of confidence and self-assessed competence to explore whether a cadaver practical can change student confidence and self-assessed competence, and how comparable confidence and self-assessed competence are as measures. In a linear mixed effects model, we found that the practical improved the overall confidence score by 0.44 points (95% confidence interval [CI] [0.22, 0.66], <i>t</i>(120) = 3.97, <i>p</i> < .001). Self-assessed competence also increased by 0.60 (95% CI [0.41, 0.79], <i>t</i>(118) = 6.21, <i>p</i> < .001). However, although female students saw their overall self-assessed competence increase, they showed lower self-assessed competence scores by 0.87 points than males (95% CI [-1.47, -0.28], <i>t</i>(118) = -2.89, <i>p</i> = .005). Despite confidence and self-assessed competence being strongly associated, direct agreement between the measures in a weighted kappa test was weak (pre-practical κ_weighted = 0.49, 95% CI [0.33, 0.66], post-practical κ_weighted = 0.44, 95% CI [0.10, 0.28]). We discuss the implications of these findings.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"685-696"},"PeriodicalIF":1.1,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144637390","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":"Study Finds Availability of Class Rank and GPA Is Related to Veterinary Internship and Residency Matching Program Matching Rate and Rank.","authors":"Kendra N Fletcher, Nidhal Mazza, Jonathan W Austin, Steven L Marks, Roger B Fingland, Natalia Henao-Guerrero, Barbara Dallap-Schaer, L Chris Sanchez, Ruthanne Chun, Elizabeth G Davis, Jonathan M Levine","doi":"10.3138/jvme-2025-0123","DOIUrl":"10.3138/jvme-2025-0123","url":null,"abstract":"<p><p>The purpose of this quantitative study was to address considerations made in the move to binary grading systems by many colleges of veterinary medicine, its potential impact on intern and resident selection through the Veterinary Internship and Residency Matching Program, and the use of Standardized Letter of Reference (SLoR) scores as an alternative method for evaluating applicants. Data included de-identified Veterinary Internship and Residency Matching Program data from 91,080 applications for the years 2020-2024, provided by the American Association of Veterinary Clinicians. Conducted analyses included ANOVA and chi-square as omnibus tests, and Bonferroni and Tukey as post hoc tests. Analyses were performed on the full sample as well as the sample limited to US citizens and permanent residents. Across both the full and limited samples, the study found that GPA and class rank were weakly correlated with SLoR scores. Furthermore, the provision of GPA and/or class rank was related to matching rate and rank, such that applicants who provided both had more favorable outcomes compared with those who provided neither. Finally, whereas gender was not found to moderate the relationship between the provision of GPA and/or class rank and matching outcomes, race was found to have an inconsistent and limited moderating effect. Findings indicate that SLoR scores may not serve as a valid substitute for GPA and class rank and that the availability of GPA and class rank has implications for matching rate and rank. Future research is needed to understand how GPA, class rank, and SLoRs are used in practice to inform intern and resident selection decisions.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"565-583"},"PeriodicalIF":1.1,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148706697","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":"Student-Led Development of an Elective Course: Cultural Competency and Humility in Veterinary Medicine.","authors":"Zachary Wildman, Misty R Bailey, Zenithson Ng, ShaRonda Cooper, Constance Fazio, Alexis Niceley","doi":"10.3138/jvme-2025-0005","DOIUrl":"10.3138/jvme-2025-0005","url":null,"abstract":"<p><p>With the growth of veterinary medicine and acknowledgment of the lack of diversity in the profession, it is necessary to educate future generations on the importance and growth of diversity, equity, and inclusion. However, few courses in the veterinary curriculum address this need. To fulfill such a need for one U.S. veterinary program, a veterinary student was mentored by faculty and staff to develop an elective course focused on cultural competency and humility in veterinary medicine. Through self-directed learning to design a course aimed at advancing veterinary students' knowledge of diversity, equity, and inclusion, the student progressed his knowledge of the topic while also being exposed to the logistical aspects of course design and potential as a future educator. The resulting student-driven, flipped classroom strategy yielded a positive discussion-based learning experience for its first student cohort and goals for its growth as a professional education course.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"600-608"},"PeriodicalIF":1.1,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144528594","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}