Journal of veterinary medical education最新文献

{"title":"Comparison of Student Satisfaction and Ease of Grading When Completing Cases Using Basic or Enhanced Case Study Formats.","authors":"Margaret V Root Kustritz, James Ondrey","doi":"10.3138/jvme-2024-0177","DOIUrl":"10.3138/jvme-2024-0177","url":null,"abstract":"<p><p>Case studies are valuable tools for student learning and assessment. A variety of formats exist, some of them very basic and easily managed by the instructor and others requiring assistance from someone with training in use of educational software and other forms of media. This is a comparison between a basic case study format in Google Forms and an enhanced case study format in Articulate Storyline integrated into Canvas, evaluating student perceptions of usability and value in their learning and instructor perception of ease of grading. Examples of both formats are presented.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"287-291"},"PeriodicalIF":1.1,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143557150","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":"Perspectives of Veterinary Students with Disabilities, Neurodiversity, and/or Chronic Conditions on a Career in Equine Practice: A Qualitative Study.","authors":"Mary-Kate Burke, Elsa Randles","doi":"10.3138/jvme-2025-0007","DOIUrl":"10.3138/jvme-2025-0007","url":null,"abstract":"<p><p>This qualitative phenomenological study explored factors influencing veterinary students with disabilities, neurodiversity, or chronic conditions (VSDNCC) in pursuing equine practice in the UK and Ireland. Equine practice is often seen as exclusive and unsupportive,¹^,² contributing to recruitment challenges.³^,⁴ This study examined career influences and the impact of equine placements on their decisions. Semi-structured interviews via Microsoft Teams explored the experiences and perceptions of VSDNCC in equine practice. Participants aged 18-29 years were recruited from UK and Irish veterinary schools through social media and referrals. The sample included six individuals with diverse diagnoses, often multiple. Thematic analysis identified four overarching themes and seven subthemes. Participants' career decisions were influenced by factors such as work nature, environment, team dynamics, and preparedness, with perceptions varying by diagnosis. For instance, those with mobility issues considered accessibility, while neurodiverse participants focused on environmental control. Many reported ableism during equine extramural studies, negatively impacting their experience and career outlook. None encountered equine vets with similar conditions, highlighting the need for relatable role models to inspire their career aspirations. The equine veterinary industry is often seen as unwelcoming by VSDNCC, with ableism during extramural studies and a lack of relatable role models reinforcing exclusion. Greater openness from equine vets about their diagnoses and adjustments, along with supportive learning environments that encourage skill-building and accommodations, could improve perceptions and inspire VSDNCC to consider careers in equine practice.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"338-350"},"PeriodicalIF":1.1,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143779710","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":"Validity Evidence for a Bovine Uterine Prolapse Reduction Model and Rubric for Use in Teaching and Low-Stakes Assessment of Veterinary Students.","authors":"Lynda M J Miller, Clare M Scully, Victoria Morris, Hannah Bonnema, Natalie Trantham, Julie A Hunt","doi":"10.3138/jvme-2024-0139","DOIUrl":"10.3138/jvme-2024-0139","url":null,"abstract":"<p><p>Bovine uterine prolapse is a common but emergent condition typically arising in the time surrounding calving. Without treatment, it can result in tissue trauma, infection, hemorrhage, and death. Teaching veterinary students to perform uterine prolapse reduction has historically been dependent upon adequate clinical case load requiring the procedure. This study sought to develop and collect validation evidence for a silicone bovine uterine prolapse reduction model and associated scoring rubric to enable procedural practice without the presentation of live animals requiring the procedure. This study utilized a validation framework consisting of content evidence (expert opinion), internal structure evidence (reliability of scores produced by the rubric), and relationship with other variables evidence (level of training, novice-to-expert comparison). Veterinary students (<i>n</i> = 37, novices) and veterinarians (<i>n</i> = 11, experts) performed the procedure on the model while being video recorded. All participants then completed a survey about the model. Veterinarians' survey results indicated that the model adequately represented the task and was suitable for teaching and assessing veterinary students' skill in the procedure (content evidence). Scores produced by the rubric had a marginal Cronbach's alpha (.607), suggesting that the rubric may be adequate for low-stakes assessment but would require additional items or modification in order to improve reliability and be suitable for high-stakes assessment (internal structure evidence). Finally, experts achieved higher total rubric scores than novices did (relationship with other variables evidence). This study demonstrated content evidence and relationship with other variables evidence for the bovine uterine prolapse model, indicating its usefulness for teaching this important clinical skill.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"318-326"},"PeriodicalIF":1.1,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143458550","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":"Evaluation of Factors Contributing to Veterinary Student Anxiety Prior to Instructional Surgery Laboratories.","authors":"Meghan L Lancaster, Chad W Schmiedt, Katie M Hodges, Janet A Grimes, Mandy L Wallace, Tara J Denley, Ikseon Choi","doi":"10.3138/jvme-2024-0150","DOIUrl":"10.3138/jvme-2024-0150","url":null,"abstract":"<p><p>Understanding factors contributing to veterinary student anxiety prior to instructional laboratories is important for mitigating those stressors and improving student education. This study aimed to investigate the relationships between student anxiety prior to surgery and demographic and societal variables before and during the COVID-19 pandemic. We hypothesized that increased county COVID-19 cases would increase anxiety, and experience level would have no impact. Students were enrolled in this study in 2019 (<i>n</i> = 87), 2021 (<i>n</i> = 84), and 2022 (<i>n</i> = 96). Participants completed a demographic questionnaire, the State Trait Anxiety Inventory (STAI), which involved a writing prompt to describe their feelings, and provided a salivary sample immediately prior to their first ovariohysterectomy laboratory. Univariable and multivariable linear models were used to assess for predictors of STAI scores, salivary cortisol levels, and scored prompt responses with significance threshold (<i>p</i> < 0.05). Year and COVID-19 cases were correlated and considered together. A significant predictor for both STAI-S and STAI-T scores was year/COVID-19 (2019 = 0 COVID-19; STAI-S = 54.7 ± 6.6; 2021 = 679 COVID-19, STAI-S = 67.5 ± 6.6; 2022 = 186 COVID-19, STAI-S = 56.7 ± 10.1; <i>p</i> < .001). Alcohol use was predictive of reduced STAI-T scores. Predictors for increasing cortisol levels included year and use of over-the-counter medications. Predictors for short-answer results included year, laboratory role, and experience. Limitations include a limited time studied at one institution and the multifactorial, individualized nature of anxiety. Some measures of anxiety were greater in times of high COVID-19 levels, and there was evidence that anxiety was reduced for more experienced students. More work is needed to understand which factors influence student anxiety so targeted interventions can be evaluated.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"382-395"},"PeriodicalIF":1.1,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144017393","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":"Teaching Tip: Practical Strategies for Adapting Team-Based Learning in Veterinary Education.","authors":"Amanda C Trimble","doi":"10.3138/jvme-2025-0130","DOIUrl":"https://doi.org/10.3138/jvme-2025-0130","url":null,"abstract":"<p><p>Team-based learning (TBL) has shown promise in promoting active learning and clinical reasoning in health professions education, yet its implementation in veterinary curricula remains seemingly variable and at times, intimidating. This teaching tip demonstrates how TBL can be adapted and implemented to meet an instructor's specific needs. It uses a third-year veterinary elective course to illustrate how the approach reinforces core curriculum content and promotes experiential learning through small-group clinical reasoning and discussion. Despite initial challenges, including student resistance to pre-session work, technical difficulties with digital platforms, and variability in faculty familiarity with TBL, using a modified TBL approach yielded positive outcomes in student engagement and faculty collaboration. The course redesign emphasized a stepwise introduction to TBL, allowing for gradual adoption while maintaining alignment with core learning objectives. Some limitations noted during the initial redesign included logistical challenges such as the Canvas Learning Management System (LMS) platform and manual grading of free-text responses. Group dynamics also varied, particularly among students with differing clinical interests, underscoring the importance of thoughtful team composition. These insights have informed future directions, including expanded faculty training, increased use of traditional TBL elements such as Readiness Assurance Tests (RATs), and improved digital infrastructure. Overall, this initiative represents a meaningful step toward a more scalable and effective TBL model in veterinary education, with the potential to enhance both student learning and faculty engagement.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20250130"},"PeriodicalIF":1.1,"publicationDate":"2026-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147973546","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":"No Spinach Needed: Popeye-the-Pug Flexes as an Effective Peri-Ocular and Cosmetic Facial Surgical Training Model.","authors":"Erica Boneham, Babafela Awosile, Philippa Gibbons, Guy Gilbert, Trista Mills","doi":"10.3138/jvme-2025-0110","DOIUrl":"https://doi.org/10.3138/jvme-2025-0110","url":null,"abstract":"<p><p>Model formation and use in veterinary education has grown in response to the initiative to reduce, refine, and replace traditional cadaveric training methods while endeavoring to meet stakeholder expectations of immediate surgical competence upon graduation. Models are intended to provide students with clinically relatable and repeatable surgical experiences prior to live animal application of skill. The aim of this study is to refine and evaluate Popeye-the-Pug (Popeye) as a multipurpose surgical model. Popeye is intended to be a portable surgical trainer allowing students to perform five separate tasks: replacement of the proptosed eye with tarsorrhaphy, upper eyelid tumor removal with cosmetic closure, correction of a prolapsed third eyelid utilizing a pocket technique, nasal wedge resection, and lip laceration repair. The intention of the model is to prepare veterinary students to perform the surgical skills required and to complete commonly seen surgeries in general practice, dependent on their respective stage in their education. A mixed convenience sampling of veterinary students and general practitioners was recruited for this study. Recorded performance of the procedures for each participant was evaluated via a rubric and a global rating score. Pre- and post-model utilization surveys were completed and statistically evaluated to determine the educational utility, as well as the psychological and engineering fidelity of the model. Four of five tasks rated high for participants in psychological and engineering fidelity; however, revision of the anatomical intricacies of the third eyelid will need to be revisited to increase ease of use and surgical accuracy. Performance and survey results indicate that Popeye-the-Pug provides spatial awareness, procedural accuracy, and educational utility.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20250110"},"PeriodicalIF":1.1,"publicationDate":"2026-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147973460","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":"Development and Validation of a Veterinary Public Health Competency Scale for Veterinary Students within the One Health Framework.","authors":"Kamber Kasali, Muhammet Furkan Sarialioglu, Cihan Oz, Mustafa Atasever, Mehmet Cemal Adiguzel, Alper Baran","doi":"10.3138/jvme-2025-0129","DOIUrl":"https://doi.org/10.3138/jvme-2025-0129","url":null,"abstract":"<p><p>This study aimed to develop and validate a reliable and comprehensive scale to assess veterinary students' competency, encompassing both knowledge and professional attitudes/perceptions regarding One Health components in veterinary public health, including zoonotic diseases, biosecurity, antimicrobial resistance, and the One Health approach. An initial item pool of 97 statements was generated through a literature review and expert consultation. After expert evaluations and pilot testing, the final version of the scale included 56 items. Data were collected from 227 veterinary students enrolled at a single university in Turkey. Psychometric analyses included content validity, exploratory factor analysis, confirmatory factor analysis, and internal consistency testing. The exploratory factor analysis revealed a five-factor structure-zoonoses, biosecurity and antimicrobial resistance, veterinary public health responsibilities, inter-institutional collaboration, and One Health-explaining 60.3% of the total variance. The confirmatory factor analysis confirmed good model fit (χ²/df = 2.142; root mean square error of approximation = 0.0709; Comparative Fit Index = 0.821) and the scale demonstrated excellent internal consistency (Cronbach's α = 0.954). Most items showed strong item-total correlations and high factor loadings, indicating solid construct validity. The resulting instrument provides a psychometrically sound tool for Turkish veterinary education. However, generalizability is limited to this specific institutional and cultural context. The scale's applicability in diverse global environments requires cross-cultural validation. The scale also contributes to ongoing efforts to align veterinary training with global One Health priorities.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20250129"},"PeriodicalIF":1.1,"publicationDate":"2026-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147973491","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":"A Cross-Sectional Study on Burnout, Emotional Distress, and Suicidal Thoughts Among International and Hungarian Veterinary Students.","authors":"Claire Helen Várnai, László Ózsvári, Marietta Máté","doi":"10.3138/jvme-2025-0077","DOIUrl":"https://doi.org/10.3138/jvme-2025-0077","url":null,"abstract":"<p><p>Suicide is an increasing concern in veterinary medicine. As veterinary students prepare to enter a profession with unique emotional and occupational stressors, maintaining mental well-being is crucial for academic functioning and professional development. This study aimed to assess the self-reported mental health-related experiences of veterinary students in Hungary, focusing on psychological distress, academic strain and emotional exhaustion, attitudes toward mental health, perceived preparedness for professional training, and suicide-related thoughts and help-seeking. Data were collected through using an exploratory, online questionnaire. A total of 194 students (130 international and 64 Hungarian) from the University of Veterinary Medicine Budapest completed the survey between July 2021 and February 2022. Factors such as country, age, gender, and academic year were assessed. Data were analyzed using descriptive statistics, Pearson's Chi-square tests, and binary and ordinal logistic regression models, with internal consistency assessed by Cronbach's alpha. Students identified fatigue, emotional exhaustion (mean: 4.22 ± 0.92), and burnout-related experiences (mean: 3.80 ± 1.21) as the most detrimental factors affecting their mental well-being on a Likert scale of 1-5, particularly in higher academic years. Female students were more likely to report a diagnosis of mental illness compared with male students. International students expressed higher concern about suicide risk in the veterinary profession (<i>p</i> < .0001), while Hungarian students rated their current mental status lower (<i>p</i> < .0001). Notably, 26.9% of international and 6.2% of Hungarian students reported knowing a veterinary student who had died by suicide (<i>p</i> < .001), highlighting the visibility of suicide-related experiences within the community. Although the overall occurrence of suicidal thoughts was low, slightly higher levels were reported among Hungarian and male students. These results provide insight into the psychological challenges affecting veterinary students and underline the importance of accessible, targeted mental health support within veterinary education.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20250077"},"PeriodicalIF":1.1,"publicationDate":"2026-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147973439","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":"Prevent, Protect, Restore: Using the Global Biodiversity Framework to Guide Veterinary Education.","authors":"Caroline Kern-Allely, Liba Pejchar, Kristenn Magnusson, Gary Tabor, Frances Stewart, Craig Stephen, Colleen Duncan","doi":"10.3138/jvme-2025-0126","DOIUrl":"https://doi.org/10.3138/jvme-2025-0126","url":null,"abstract":"<p><p>Biodiversity loss is accelerating at an unprecedented rate, threatening ecosystem function, animal health, and public well-being. As advocates for animal and environmental health, veterinary professionals play a critical role in addressing this crisis, yet biodiversity remains largely absent from core veterinary curricula. Aligned with the action-oriented goals of the Kunming-Montreal Global Biodiversity Framework, this paper proposes a veterinary-specific framework for developing biodiversity education in veterinary training. Developed with input from subject matter experts in veterinary and ecological sciences, the framework includes three primary actions: Prevent, Protect, and Restore, using Stewardship as the mechanism of action. This framework adapts Global Biodiversity Framework targets to veterinary-relevant content and competencies, and provides examples to illustrate relevance. By recognizing biodiversity as a health issue, veterinary educators can help students understand its relevance to clinical practice, public health, and policy. Ultimately, this training could enable students to incorporate actions to sustain and restore biodiversity into their own professional practices, as well as enhance veterinary contributions to addressing this global crisis.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20250126"},"PeriodicalIF":1.1,"publicationDate":"2026-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147973568","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":"Game On! Designing a Novel Companion Animal, Communication-Based Board Game to Enhance Student Engagement in Pre-Clinical Professional Skills Coursework in Veterinary Education.","authors":"Ryane E Englar, Teresa Graham Brett","doi":"10.3138/jvme-2025-0158","DOIUrl":"https://doi.org/10.3138/jvme-2025-0158","url":null,"abstract":"<p><p>Graduates of colleges accredited by the American Veterinary Medical Association Council on Education (AVMA COE) must be able to demonstrate Day One competencies in clinical communication. To deliver on this mandate, instructors of participating institutions have developed diverse content delivery strategies. Best practices often incorporate experiential learning, which has been demonstrated to enhance classroom engagement through authentic, hands-on experiences. Gamification within health care education is a growing trend that shifts curricula toward experiential learning. Research indicates that educational games prompt student motivation to acquire knowledge and reinforce complex topics. An educational board game was developed for pre-clinical students as part of required Professional Skills coursework at the University of Arizona College of Veterinary Medicine (UA CVM). This Teaching Tip describes the design of this novel game, in which learners practice clinically relevant, companion animal-based consultation tasks that prioritize communication between clients and other veterinary team members. First- and second-year student perceptions of the implementation of this game within the pre-clinical curriculum suggest that learners value the opportunity to practice professional conversations in alignment with Domain 5 (Communication) of the Competency-Based Veterinary Education (CBVE) Competency Framework. Further evaluation of the effectiveness of this mode of content delivery is planned through formalized outcomes assessment.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20250158"},"PeriodicalIF":1.1,"publicationDate":"2026-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147973482","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}