Journal of veterinary medical education最新文献_第2页

Evaluation of 3D-Printed Feline Skull Models as Educational Tools for Radiographic Interpretation of Craniomaxillofacial Traumatic Injuries: A Randomized Trial. 评价3d打印猫头骨模型作为颅颌面创伤的放射学解释的教育工具：一项随机试验。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2025-10-01 Epub Date: 2024-12-03 DOI: 10.3138/jvme-2024-0089

Francesco Ferrari, Jessica Bassi, Federica Alessandra Brioschi, Donatella De Zani, Sarah Baillie, Jasmine Fusi, Giulia Sala, Davide Danilo Zani

{"title":"Evaluation of 3D-Printed Feline Skull Models as Educational Tools for Radiographic Interpretation of Craniomaxillofacial Traumatic Injuries: A Randomized Trial.","authors":"Francesco Ferrari, Jessica Bassi, Federica Alessandra Brioschi, Donatella De Zani, Sarah Baillie, Jasmine Fusi, Giulia Sala, Davide Danilo Zani","doi":"10.3138/jvme-2024-0089","DOIUrl":"10.3138/jvme-2024-0089","url":null,"abstract":"Three-dimensional (3D)-printed models have been shown to improve medical students' understanding of anatomy and related fractures. The aim of this parallel-group randomized trial was to evaluate the impact of 3D-printed feline skulls, in addition to traditional teaching, on veterinary students' interpretation of skull radiographs. Students were randomly divided into two groups (2D, 3D) and underwent a pre-test consisting of multiple-choice questions. Subsequently, both groups watched a recorded lesson on feline skull radiographic anatomy and traumatic lesions, and then the 3D group was provided with 3D-printed skulls, normal and with traumatic lesions. Finally, all students underwent a post-test. The multiple-choice questions included orthogonal feline skull radiographs of three different patterns of traumatic lesions, and questions tested their knowledge of normal anatomy and recognition of traumatic lesions. Twenty-three (25.6%) fourth-year and 67 (74.4%) fifth-year students participated. For both the 2D and 3D groups, post-test scores were significantly better than pre-test scores. There were no significant differences in the pre-test and post-test scores between the 2D and 3D groups. Three-dimensional-printed models did not improve veterinary students' ability to recognize anatomical structures and traumatic lesions of the feline skull. Further studies are warranted to define the role of 3D-printed models in veterinary student learning.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"697-705"},"PeriodicalIF":1.1,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142770262","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

Client Characteristics and the Effectiveness of Embedded Counseling Services in a College of Veterinary Medicine. 兽医学院校客户特征及嵌入式咨询服务的有效性。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2025-10-01 Epub Date: 2024-12-03 DOI: 10.3138/jvme-2024-0088

Kerry M Karaffa, Anne T Meyer, Tiffany C Sanford-Martens

{"title":"Client Characteristics and the Effectiveness of Embedded Counseling Services in a College of Veterinary Medicine.","authors":"Kerry M Karaffa, Anne T Meyer, Tiffany C Sanford-Martens","doi":"10.3138/jvme-2024-0088","DOIUrl":"10.3138/jvme-2024-0088","url":null,"abstract":"Despite the widespread implementation of embedded counseling models in veterinary training programs, limited information is available about veterinary students and house officers who seek help, and researchers have not evaluated the effectiveness of counseling services. This study sought to describe clients' characteristics, presenting concerns, and mental health histories, in addition to determining if participating in counseling was associated with decreases in psychological distress. The sample included 437 Doctor of Veterinary Medicine (DVM) students and house officers receiving embedded counseling services between August 2016 and March 2024 at a public university in the Midwestern United States. Approximately half were first-year students when they initially accessed services. The most common presenting concerns included stress, anxiety, depression, academic performance, perfectionism, self-esteem/confidence, attention/concentration difficulties, mood instability, sleep difficulties, adjustment, family issues, career concerns, eating/body image concerns, and specific relationship problems. DVM students and house officers reported higher scores on some, but not all, measures of psychological distress prior to participating in counseling, compared with a normative sample of college students seeking counseling at university counseling centers. However, these differences tended to be small in magnitude. Participating in counseling was associated with meaningful improvements in depression, generalized anxiety, social anxiety, academic distress, eating concerns, frustration/anger, family distress, substance use, suicidal ideation, and overall psychological distress. Clients who reported improvements in depression and anxiety also tended to report reductions in academic distress, which underscores the value of embedded counseling services in improving the well-being and academic retention of DVM students and house officers. Implications for outreach, research, and clinical practice are discussed.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"682-696"},"PeriodicalIF":1.1,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142801456","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

Animal-Assisted Mental Health Education for Veterinary Students. 动物辅助兽医学生心理健康教育。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2025-10-01 Epub Date: 2024-12-03 DOI: 10.3138/jvme-2023-0122

Camille K Y Chan, Rebecca S V Parkes, Debbie H F Ngai, Paul W C Wong

{"title":"Animal-Assisted Mental Health Education for Veterinary Students.","authors":"Camille K Y Chan, Rebecca S V Parkes, Debbie H F Ngai, Paul W C Wong","doi":"10.3138/jvme-2023-0122","DOIUrl":"10.3138/jvme-2023-0122","url":null,"abstract":"Veterinary students often face mental health challenges due to the demanding nature of their studies and the pressures of adapting to their future profession. To address this issue, an animal-assisted education in mental health (AAE-MH) program was developed and implemented at a veterinary school in Hong Kong. The primary goal of the AAE-MH program was to enhance students' mental health literacy, raise awareness of mental health topics, and improve their help-seeking behavior and overall well-being. By leveraging the students' natural affinity for animals, the program incorporated a blend of course-based and experiential learning activities to tackle the often-taboo topic of mental health in the veterinary field. The AAE-MH program consisted of six sessions, each lasting 1 hour and 50 minutes. Two of these sessions involved 1 hour of learning from certified therapy dogs. This interdisciplinary program drew expertise from veterinary mental health professionals, psychologists, animal-assisted therapists, and veterinary school faculty. This collaborative effort ensured that the program covered both the biomedical and humanistic aspects of veterinary medicine, preparing students to better understand and support their own and their peers' mental well-being. The AAE-MH program was conducted during the COVID-19 pandemic, and appropriate precautionary measures were taken. This teaching tip outlines the key elements of the program, including the course design, delivery, and evaluation of its effectiveness. We hope that this framework can provide fellow educators with the opportunity to potentially adapt and implement similar initiatives within their own veterinary education contexts, ultimately benefiting the entire veterinary profession.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"598-605"},"PeriodicalIF":1.1,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142770260","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

Change Is in the Air. 变化在空气中。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2025-10-01 DOI: 10.3138/jvme-2025-0905

Regina Schoenfeld-Tacher

引用次数: 0

Curriculum Hours and Approaches to Instruction in Veterinary Ophthalmology: A Global Survey of Veterinary Schools. 兽医眼科的课程时数和教学方法：一项全球兽医学校的调查。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2025-10-01 Epub Date: 2024-11-06 DOI: 10.3138/jvme-2024-0058

Marina L Leis, Jennifer Reniers, Matthew Dempster, Chantale L Pinard

{"title":"Curriculum Hours and Approaches to Instruction in Veterinary Ophthalmology: A Global Survey of Veterinary Schools.","authors":"Marina L Leis, Jennifer Reniers, Matthew Dempster, Chantale L Pinard","doi":"10.3138/jvme-2024-0058","DOIUrl":"10.3138/jvme-2024-0058","url":null,"abstract":"Reports regarding curricula in ophthalmology across veterinary schools are not currently available. The objective of this study was therefore to investigate the number of contact hours and approaches to teaching ophthalmology in the curriculum of English-speaking veterinary schools worldwide. An online survey was distributed to 51 veterinary colleges in North America, the United Kingdom, Australia, New Zealand, and the Caribbean. Questions pertained to hours dedicated to didactic and laboratory-based instruction, species used, final-year rotations, in-person compared with online instruction, and effective and less effective approaches to teaching veterinary ophthalmology. Descriptive statistics of the quantitative survey responses and a thematic analysis of the open-ended responses were conducted, respectively. A 71% (n = 36/51) response rate was recorded, and the average number of American or European board-certified ophthalmologist instructors per veterinary college was 2.33. Total didactic contact hours varied from 6 to 63 hours (M = 25.6 ± 15.7 hours), and total laboratory contact hours varied from 0 to 153 hours (M = 25.47 ± 38.17 hours), mainly occurring in the fourth year. Dogs were the most used species in surgical exercises (40%). Final-year rotations occurred in 88% of schools, and 88% of instruction was conducted in person across all schools. Case-based learning, review of basic sciences, and use of video were identified as effective didactic teaching strategies by 72% (26/36), 47% (17/36), and 31% (11/36) of schools, respectively. This report can serve as a reference for future studies guiding curricular delivery in veterinary ophthalmology.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"649-654"},"PeriodicalIF":1.1,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142822300","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

Comparing the Comprehension of the One Health Concept Among Veterinary Students in Online and Classroom Teaching Settings. 在线教学与课堂教学中兽医专业学生对同一健康理念理解的比较。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2025-10-01 Epub Date: 2024-12-03 DOI: 10.3138/jvme-2024-0043

Berna Yanmaz

{"title":"Comparing the Comprehension of the One Health Concept Among Veterinary Students in Online and Classroom Teaching Settings.","authors":"Berna Yanmaz","doi":"10.3138/jvme-2024-0043","DOIUrl":"10.3138/jvme-2024-0043","url":null,"abstract":"The integration of the One Health concept into veterinary education is critical for preparing future professionals to address the interconnectedness of human, animal, and environmental health. This study aimed to compare the comprehension of the One Health concept among veterinary students in online (n = 48) and classroom (n = 49) teaching settings and to assess changes in their awareness following instruction by administering pre- and post-course questionnaires to evaluate students' attitudes and perceptions of the One Health concept. An enhancement was noted from before to after education in both settings. However, no significant differences between the online and classroom settings for any of the questions before or after education were detected (p > .05). The students' perspectives on the course methodology employed were not statistically different (p = .25) between classroom teaching and online teaching. In conclusion, both online and traditional classroom instruction can effectively enhance veterinary students' perceived comprehension of the One Health concept. This underscores the versatility of instructional modalities and emphasizes the need for flexibility in educational practice to meet the diverse needs of learners.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"677-681"},"PeriodicalIF":1.1,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142801458","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

Teaching Tip: The Role of Cognitive Task Analysis in Teaching Complex Skills Using Canine Fundoscopy as an Example. 教学提示：认知任务分析在复杂技能教学中的作用——以犬眼底镜为例。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2025-09-27 DOI: 10.3138/jvme-2025-0034

Heidi E Banse, Renee T Carter, Jeremy S Redmond, Heather Dean, Beth B Grandt, Kate Jackson, Rose E Baker, Maggie Williams, Chantal J McMillan

引用次数: 0

Embracing Uncertainty in Competency-Based Veterinary Education: Assessing Domains of Communication, Collaboration, and Professionalism and Professional Identity. 在以能力为基础的兽医教育中拥抱不确定性：评估沟通、合作、专业和职业认同的领域。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2025-09-27 DOI: 10.3138/jvme-2024-0132

Ariana L Hinckley-Boltax, Michelle C Coleman

{"title":"Embracing Uncertainty in Competency-Based Veterinary Education: Assessing Domains of Communication, Collaboration, and Professionalism and Professional Identity.","authors":"Ariana L Hinckley-Boltax, Michelle C Coleman","doi":"10.3138/jvme-2024-0132","DOIUrl":"https://doi.org/10.3138/jvme-2024-0132","url":null,"abstract":"Competency-based veterinary education (CBVE) is a framework that emphasizes measurable outcomes and skill proficiency to better prepare graduates for professional practice. Developed in response to shortcomings in traditional education, CBVE aims to ensure that trainees acquire essential skills by focusing on developing competencies. Although institutions implementing CBVE report positive outcomes, the framework faces challenges, particularly in assessing domains such as communication, collaboration, and professionalism. These competencies, rooted in practical wisdom, require nuanced assessment methods. The CBVE tool kit offers diverse assessment tools aligned with the CBVE domains; however, gaps remain, especially in preclinical settings where objective measures may not capture the intricacies of professional behaviors. Furthermore, significant time and resources are required to implement these assessments effectively. By embracing uncertainty in evaluation, veterinary educators may capture the complexities of student competence while supporting an inclusive learning environment. This article advocates for the development of more assessment tools and the strategic use of existing ones to ensure comprehensive student evaluation and promotion of professional growth.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20240132"},"PeriodicalIF":1.1,"publicationDate":"2025-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145251567","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

Potential Sources of Stress in Students at a UK Veterinary School Prior to Abattoir Visits. 英国兽医学校学生在屠宰场参观前的潜在压力来源。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2025-09-02 DOI: 10.3138/jvme-2025-0059

Jason S Spendelow, Elly F Vesty, Philip A Robinson

引用次数: 0

Strength-Based Goal Setting Allows Veterinary Students to Reframe Their Neurodivergent Traits as Strengths: An Interpretative Phenomenological Analysis. 基于力量的目标设定允许兽医学生将他们的神经发散特征重新定义为力量：解释性现象学分析。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2025-08-20 DOI: 10.3138/jvme-2024-0110

Sabine Tötemeyer, Helena Ivey, Adam Davidson, Helen Reed

{"title":"Strength-Based Goal Setting Allows Veterinary Students to Reframe Their Neurodivergent Traits as Strengths: An Interpretative Phenomenological Analysis.","authors":"Sabine Tötemeyer, Helena Ivey, Adam Davidson, Helen Reed","doi":"10.3138/jvme-2024-0110","DOIUrl":"https://doi.org/10.3138/jvme-2024-0110","url":null,"abstract":"Many neurodivergent (ND) veterinary students report concerns regarding stigma, reluctance to disclose their difficulties to staff or peers, and poor experiences on placements. The limited support for these students aims to reduce disadvantages instead of recognizing potential advantages arising from neurodiversity. Character strengths identification, use, and development have been shown to increase the well-being of ND people, and strength-based goal setting (SBGS) allows for an asset-based approach to planning and achievement. However, SBGS has not been investigated in the context of ND veterinary medicine students. This study used semistructured interviews and interpretative phenomenological analysis (IPA) to investigate the following two research questions: (a) What is the lived experience of ND students in a veterinary medicine course? (b) What is the experience of participating in a strength-based workshop in a ND student-only environment? Out of 17 ND veterinary students who took part in the workshop, four participated in semistructured interviews to share their experience. IPA identified three group experiential themes with seven subthemes: (a) From outsider to in-group, (b) being ND is not a deficit but can be a strength, and (c) the positive impact of realistic structured goal setting. The ND-only workshop provided a \"safe space\" that allowed participants to \"unmask\" and reflect on their ND experiences. Identifying their signature strengths validated and reframed perceptions of ND traits. Rather than viewing neurodivergence as a weakness, these traits were viewed as overuse of a strength (e.g., rudeness as the overuse of honesty), allowing ND students the opportunity for self-regulation and control.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20240110"},"PeriodicalIF":1.1,"publicationDate":"2025-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144959253","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