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

Remediation of Preclinical Course Failures in a DVM Program and Its Impact on Program Outcomes: A 10-Year Descriptive Study. DVM项目临床前课程失败的补救及其对项目结果的影响：一项为期10年的描述性研究。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2024-12-19 DOI: 10.3138/jvme-2024-0064

Malathi Raghavan, S Kathleen Salisbury, James L Weisman

{"title":"Remediation of Preclinical Course Failures in a DVM Program and Its Impact on Program Outcomes: A 10-Year Descriptive Study.","authors":"Malathi Raghavan, S Kathleen Salisbury, James L Weisman","doi":"10.3138/jvme-2024-0064","DOIUrl":"10.3138/jvme-2024-0064","url":null,"abstract":"Remediation provides academically struggling students reasonable opportunities to correct deficiencies in knowledge or skills, achieve competence, and potentially reverse failures. At Purdue University College of Veterinary Medicine, a remediation policy in the preclinical years of the DVM program was implemented beginning with the class of 2014. We evaluated its impact on our DVM program and student outcomes. Using data from DVM classes of 2011 to 2023, we compared academic outcomes between remediating and non-remediating class cohorts and, within remediating cohorts, between students with and without academic difficulties. Despite changes in class size and admissions criteria, 4-year graduation and relative attrition rates were similar in remediating (92.2% and 4.2%) and non-remediating (92.3% and 4.8%) cohorts. Success at the North American Veterinary Licensing Examination (NAVLE) prior to graduation was lower in remediating than in non-remediating cohorts (94.5% vs. 97.0%). Among 815 students in remediating cohorts, 157 (19.3%) failed ≥1 courses. Of the 157 students, 134 (85.4%) attempted remediation of ≥1 failed courses, 125 (79.6%) successfully remediated ≥1 failed courses, and 96 (61.1%) successfully remediated all their failed courses. Remediation occurred more often in first-year than in second- or third-year courses. While 99% of the 96 successfully remediated students graduated in 4 years, 13.5% failed ≥1 clinical blocks and 18.7% did not pass NAVLE before DVM graduation. Our remediation policy enabled successfully remediated students to avoid delayed graduation, but some students struggled in the clinical year and at passing the NAVLE prior to graduation. Additional support systems are necessary to help students pass the NAVLE before graduation.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20240064"},"PeriodicalIF":1.1,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142807565","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

Evaluation of a Training Model to Teach Skills Associated with Esophagostomy Tube Placement in Companion Animals. 伴侣动物食管造口管置入相关技能培训模式的评估。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2024-12-19 DOI: 10.3138/jvme-2024-0044

Sophie Turner, Priya Sharp, Shona Louise McIntyre

{"title":"Evaluation of a Training Model to Teach Skills Associated with Esophagostomy Tube Placement in Companion Animals.","authors":"Sophie Turner, Priya Sharp, Shona Louise McIntyre","doi":"10.3138/jvme-2024-0044","DOIUrl":"https://doi.org/10.3138/jvme-2024-0044","url":null,"abstract":"Models and simulations are used in veterinary education to allow students to practice surgical skills in order to obtain clinical competence. Further development of models is also driven by the requirement of veterinary institutions to reduce the use of animal patients in teaching (live or cadaver). Esophagostomy tube placement is a common therapeutic procedure performed in companion animal critical care cases, and a model was developed to help teach this skill. Validity evidence was collected and analyzed to evaluate this model at the University of Surrey. Veterinarians (n = 14) provided content validity evidence on using the model, and students (n = 19) provided further construct evidence. Students were taught the skill on either a model or a cadaver. These students were then assessed on a cadaver the following week. Global rating scales were used as a measure of performance, and data were recorded on confidence ratings after both teaching and assessment. Comparisons of the global rating scales and confidence levels were evaluated for both the model and cadaver-taught groups. There were no statistical differences in the performance data or confidence levels of the two groups. Most of the veterinarians believed the model was easy to use (13/14), had realistic landmarks (11/14), and was a suitable alternative to learning the skill than in the animal patient (12/14). The esophagostomy tube model is a low-cost easy-to-make alternative to help teach aspects of this skill before performing on an animal patient.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20240044"},"PeriodicalIF":1.1,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142864776","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

Motivation of Veterinary Public Health Faculties Across Veterinary Schools of the British Isles. 英伦三岛兽医学校兽医公共卫生学院的动力。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2024-12-19 DOI: 10.3138/jvme-2024-0026

Kurt Arden, Dhanya Bharathi Mahadevan, Declan Thomas Arden

{"title":"Motivation of Veterinary Public Health Faculties Across Veterinary Schools of the British Isles.","authors":"Kurt Arden, Dhanya Bharathi Mahadevan, Declan Thomas Arden","doi":"10.3138/jvme-2024-0026","DOIUrl":"https://doi.org/10.3138/jvme-2024-0026","url":null,"abstract":"Veterinary public health (VPH) is a critical role of veterinarians regardless of their chosen career pathway and it is the role of VPH academics to inspire veterinary students within this essential topic. However, the alarming shortage of veterinarians has led to a significant reduction in veterinary policy makers and epidemiologists. The engagement of new graduates in public health roles is heavily influenced by their undergraduate teaching and extramural study opportunities. Worryingly, student engagement within VPH has been well documented to be poor in comparison to other subjects. As such, this study was designed to investigate what factors impacted VPH educators' motivation. To do this, a mixed methods survey was created and released electronically to 34 VPH academics across the UK and the Republic of Ireland. A total of 23 respondents, from nine veterinary schools spanning both countries, completed the survey. Data analysis involving both quantitative assessment and thematic analysis was undertaken. The results showed that VPH educators' intrinsic motivation was not problematic and most (n = 20) respondents felt motivated within their roles. However, all respondents had extrinsic issues that impacted their motivation, such as external stakeholders, curricula requirements, lack of student opportunity both regarding placement and as career options, as well as wider university issues. These themes led staff to feel undervalued in their roles, and as such highlight the areas that universities and external stakeholders need to act on to help fill the significant recruitment issues in this essential field. This study is, as far as the authors are aware, the first time globally that a VPH faculty have been asked to explore their motivation behind their teaching practices.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20240026"},"PeriodicalIF":1.1,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142864785","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

Veterinary Student Skills Learned at an Access to Care Clinic: Beyond Medicine and Surgery. 兽医学生在获得护理诊所学到的技能：超越医学和外科。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2024-12-19 DOI: 10.3138/jvme-2024-0034

Elizabeth E Alvarez, Kelly Schultz, Simon Lygo-Baker, Ruthanne Chun

{"title":"Veterinary Student Skills Learned at an Access to Care Clinic: Beyond Medicine and Surgery.","authors":"Elizabeth E Alvarez, Kelly Schultz, Simon Lygo-Baker, Ruthanne Chun","doi":"10.3138/jvme-2024-0034","DOIUrl":"https://doi.org/10.3138/jvme-2024-0034","url":null,"abstract":"Incorporating curriculum to effectively help veterinary students learn how to provide accessible quality care to all pet owners is needed. The primary aims of this study are to explore how a 2-week rotation at a veterinary medical service-learning clinic (Wisconsin Companion Animal Resources, Education, and Social Services [WisCARES]) improves (a) comfort in working with clients from diverse race and low socioeconomic (SOCI) backgrounds and (2) confidence in leading cases, communication skills, and providing a spectrum of care options. Students were surveyed at five time points pre-rotation: mid-week 1, mid-week 2, end of rotation, and 1-month post. A total of 115 survey series were at least partially completed. Of the 97 responses that include background information, 68 (70%) students reported having \"no to a few weeks\" of experience working with diverse or low SOCI populations. When comparing themselves to before starting the rotation, student responses indicated increased comfort (mean = 4.54, standard deviation [SD] = 0.54) and compassion (mean = 4.42, SD = 0.78) working with low-income or homeless populations, more comfort interacting with members of different race or ethnicity groups (mean = 4.21, SD = 0.82), and more appreciation for the human-animal bond (mean = 4.42, median = 5). Students also reported that spending time at WisCARES positively impacted their confidence in a clinical setting, managing and communicating about financial decisions, and approaching cases creatively. Giving students an opportunity to lead cases with clients from diverse races and low SOCI backgrounds can enhance levels of comfort with practice and improve confidence.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20240034"},"PeriodicalIF":1.1,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142864722","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

A Prioritized List of Veterinary Clinical Presentations in Dogs, Cats, and Horses to Guide Curricular Content, Design, and Assessment. 指导课程内容、设计和评估的狗、猫和马的兽医临床表现优先列表。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2024-12-19 DOI: 10.3138/jvme-2024-0093

Ariana L Hinckley-Boltax, Erin Malone, Uku-Kaspar Uustalu, Marnie FitzMaurice

{"title":"A Prioritized List of Veterinary Clinical Presentations in Dogs, Cats, and Horses to Guide Curricular Content, Design, and Assessment.","authors":"Ariana L Hinckley-Boltax, Erin Malone, Uku-Kaspar Uustalu, Marnie FitzMaurice","doi":"10.3138/jvme-2024-0093","DOIUrl":"https://doi.org/10.3138/jvme-2024-0093","url":null,"abstract":"The Association of American Veterinary Medical Colleges competency-based veterinary education (CBVE) framework can be used to guide curriculum and assessment design and is intended to prepare veterinary graduates for Day One of clinical practice. However, while the framework defines curricular outcomes in terms of demonstrable competencies, it does not define the specific knowledge, skills, and attitudes required to achieve those outcomes. In some human medical curricula, prioritized lists of clinical presentations guide curricular content, design, and assessment. These lists are based, in part, on practice analysis surveys. A prioritized list of this nature does not currently exist in veterinary medicine. We surveyed 1,706 veterinarians across the country regarding the relative frequency and importance of 274 clinical presentations to generate a prioritized list by species. Acceptable statistical power was achieved for dogs, cats, and horses. These lists can be used in conjunction with the CBVE framework to inform curricular content and assessment decisions.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20240093"},"PeriodicalIF":1.1,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142864768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"农林科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Students Needing Remediation in Preclinical Course Failures in a DVM Program: A 10-Year Analytic Study. 兽医专业临床前课程不及格需要补习的学生：一项为期 10 年的分析研究。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2024-12-16 DOI: 10.3138/jvme-2024-0065

Malathi Raghavan, S Kathleen Salisbury, James L Weisman

{"title":"Students Needing Remediation in Preclinical Course Failures in a DVM Program: A 10-Year Analytic Study.","authors":"Malathi Raghavan, S Kathleen Salisbury, James L Weisman","doi":"10.3138/jvme-2024-0065","DOIUrl":"10.3138/jvme-2024-0065","url":null,"abstract":"Remediation of preclinical course failures in the DVM program at Purdue University College of Veterinary Medicine began in 2010. We set out to understand whether some students were more likely than others to use remediation opportunities and succeed. Student demographics, undergraduate (UG) experiences, including institution attended and major studied, UG performance as measured by grade point average (uGPA), and extent of academic difficulties in DVM years 1-3 were studied at univariate levels to determine which students more often failed ≥1 courses, remediated ≥1 courses, and were successful in all remediation attempts. Among 815 students in DVM Classes 2014-2023, 157 failed ≥1 courses. Risk factors associated with failing ≥1 courses and with unsuccessful remediation were identified using multiple logistic regression analysis. Unsuccessful remediation, resulting in student's academic attrition, was defined as not succeeding at remediation of all failed courses, including being ineligible for or not attempting remediation. Risk factors were considered statistically significant at P value <0.05. Lower uGPA, having attended a minority-serving institution, and being an underrepresented minority or an international student were associated with increased likelihood of failing ≥1 courses. However, the only factors associated with unsuccessful remediation were failing ≥3 courses in DVM years 1-3 and failing at least one course in DVM year 1. No demographic or UG educational background is associated with unsuccessful remediation. Taken together, our models suggest that being at risk of failing ≥1 courses in DVM years 1-3 did not inevitably put students at risk of attrition when remediation opportunities were provided. However, an increasing number of course failures and failures beginning in DVM year 1 increased the risk of unsuccessful remediation. Early intervention to minimize academic difficulties in DVM program may mitigate risk of student attrition.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20240065"},"PeriodicalIF":1.1,"publicationDate":"2024-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142829133","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

A Survey of Veterinary Student Perceptions on Integrating ChatGPT in Veterinary Education Through AI-Driven Exercises. 兽医学生对通过人工智能驱动练习将ChatGPT融入兽医教育的看法调查

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2024-12-13 DOI: 10.3138/jvme-2024-0075

Santiago Alonso Sousa, Kate Jade Flay

{"title":"A Survey of Veterinary Student Perceptions on Integrating ChatGPT in Veterinary Education Through AI-Driven Exercises.","authors":"Santiago Alonso Sousa, Kate Jade Flay","doi":"10.3138/jvme-2024-0075","DOIUrl":"10.3138/jvme-2024-0075","url":null,"abstract":"Artificial intelligence (AI) in education is rapidly gaining attention, particularly with tools like ChatGPT, which have the potential to transform learning experiences. However, the application of such tools in veterinary education remains underexplored. This study aimed to design an AI-driven exercise and investigate veterinary students' perceptions regarding the integration of ChatGPT into their education, specifically within the Year 5 Equine Medicine and Surgery course at City University of Hong Kong. Twenty-two veterinary students participated in an AI-driven exercise, where they created multiple-choice questions (MCQs) and evaluated ChatGPT's responses. The exercise was designed to promote active learning and a deeper understanding of complex concepts. The results indicate a generally positive reception, with 72.7% of students finding the exercise moderately to extremely engaging and 77.3% agreeing that it deepened their understanding. Additionally, 68.2% of students reported improvements in their critical thinking skills. Students with prior AI experience exhibited higher engagement levels and perceived the exercise as more effective. The study also found that engagement positively correlated with perceived usefulness, overall satisfaction, and the likelihood of recommending similar AI-driven exercises in other courses. Qualitative feedback underscored the interactive nature of this exercise and its usefulness in helping students understand complex concepts, although some students experienced confusion with AI-generated responses. While acknowledging the limitations of the technology and the small sample size, this study provides valuable insights into the potential benefits and challenges of incorporating AI-driven tools into veterinary education, highlighting the need for carefully considered integration of such tools into the curriculum.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20240075"},"PeriodicalIF":1.1,"publicationDate":"2024-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142770259","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

Enhancing Veterinary Education in Cambodia: Evaluation of Web-Based Resources in Teaching Herd Health and Epidemiology. 加强柬埔寨兽医教育：评价畜群健康和流行病学教学的网络资源。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2024-12-11 DOI: 10.3138/jvme-2024-0048

Arata Hidano, Alison Sewell, Lachlan McIntyre, Maggie Hartnett, Molly Lee, Bunna Chea, Timothy Parkinson

{"title":"Enhancing Veterinary Education in Cambodia: Evaluation of Web-Based Resources in Teaching Herd Health and Epidemiology.","authors":"Arata Hidano, Alison Sewell, Lachlan McIntyre, Maggie Hartnett, Molly Lee, Bunna Chea, Timothy Parkinson","doi":"10.3138/jvme-2024-0048","DOIUrl":"https://doi.org/10.3138/jvme-2024-0048","url":null,"abstract":"It can be challenging for veterinary schools in low- and middle-income countries (LMICs) to teach the 11 Competencies identified by the World Organisation for Animal Health (WOAH) due to inadequate faculty and teaching resources. This paper discusses the evaluation of web-based educational resources to support teaching in the Veterinary Faculty at the Royal University of Agriculture in Cambodia. Content- and pedagogy-based materials addressing herd health and epidemiology/disease investigation, their most urgent needs, were developed via a collaboration between Iowa State University, Ohio State University, and Massey University (New Zealand). Content-based resources were developed as a Moodle-based, server-mounted series of PowerPoint presentations, supported by a wide range of learning and assessment activities that the faculty could draw on in their teaching. Pedagogical resources were directed at strategic alignment between intended learning outcomes, teaching methods, and assessment. The use of these resources at the Royal University of Agriculture was evaluated by questionnaires, focus group discussions, and classroom observations. Results showed that the resources had been well received by the faculty, who drew on them to augment their own (Khmer-language) teaching materials, and to maintain teaching quality, especially during COVID-19 lockdowns. To a lesser degree, the faculty used the pedagogical materials and made modest shifts toward student-centered methods, which were observed to promote student engagement in their learning. The general agreement among the faculty on the overall benefits gained supports the development of future digital content and pedagogical materials to address the remaining nine Competencies.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20240048"},"PeriodicalIF":1.1,"publicationDate":"2024-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142807521","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

Mapping Disciplinary Competencies and Learning Outcomes to the Competency-Based Veterinary Education Framework Using Veterinary Pharmacology as an Example. 将学科能力和学习成果映射到以能力为基础的兽医教育框架，以兽医药理学为例。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2024-12-09 DOI: 10.3138/jvme-2024-0097

Martin Hawes, Virginia Fajt, Arno H Werners

{"title":"Mapping Disciplinary Competencies and Learning Outcomes to the Competency-Based Veterinary Education Framework Using Veterinary Pharmacology as an Example.","authors":"Martin Hawes, Virginia Fajt, Arno H Werners","doi":"10.3138/jvme-2024-0097","DOIUrl":"https://doi.org/10.3138/jvme-2024-0097","url":null,"abstract":"The competency-based veterinary education (CBVE) framework describes essential domains of competence and related abilities for veterinary graduates. Translating these outcomes into daily teaching is a challenge, particularly regarding the underpinning basic and clinical science knowledge. In this article, we identified a lack of specific reference to the selection and use of drugs within the CBVE framework; this requires pharmacological knowledge and pharmacology-specific competencies. To fill the gap and provide guidance to veterinary pharmacology educators, we first identified competencies within the CBVE framework relevant to the field of veterinary pharmacology. We then mapped the Day One competencies in veterinary pharmacology published by Werners and Fajt in 2021 to the pharmacology-relevant CBVE competencies. This exercise has led to identifying gaps, redundancies, and a lack of reference to clinical practice within the Day One competencies in veterinary pharmacology, as well as gaps and ambiguous wording within the CBVE framework. Further research is necessary to update the Day One competencies in veterinary pharmacology, align basic and clinical pharmacology concepts and skills with the CBVE framework, embed pharmacology-specific competencies into teaching, and identify progression milestones that guide students toward safe prescribing and the appropriate and effective use of drugs.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20240097"},"PeriodicalIF":1.1,"publicationDate":"2024-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142801460","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

Effect of Directed Pre-Veterinary Career Education on Applicant Confidence and Perception of the Profession. 定向兽医职业教育对申请人职业信心和认知的影响。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2024-12-06 DOI: 10.3138/jvme-2024-0025

Sara E Gonzalez, Amie M Imler, Kari K Turner, Alex Avelino, John M Gonzalez

{"title":"Effect of Directed Pre-Veterinary Career Education on Applicant Confidence and Perception of the Profession.","authors":"Sara E Gonzalez, Amie M Imler, Kari K Turner, Alex Avelino, John M Gonzalez","doi":"10.3138/jvme-2024-0025","DOIUrl":"https://doi.org/10.3138/jvme-2024-0025","url":null,"abstract":"Elective undergraduate courses are offered at the University of Georgia and the University of Florida that explore veterinary careers, offer guidance on being a successful veterinary school applicant, and expose students to the reality of the profession through guest speakers. Students (N = 276) from both universities responded to a survey offered at the first and last class period over the course of five semesters. Using 100-point Likert scales, students were asked to gauge their opinion of and interest in the profession and demonstrate their confidence in various aspects of building a successful application. Data were analyzed as a randomized complete block design with survey completion time as the fixed effect. After completing the course, students showed decreased (p < .01) interest in becoming a veterinarian and a reduced (p = .01) opinion of the profession. Despite these decreases, student perception ratings remained in the positive range in both categories. Student opinions of financial commitment, veterinarian mental health, and diversity did not change (p > .20) after taking the course, though ratings in these categories were neutral to somewhat negative. The post survey revealed students demonstrated more confidence in applying to veterinary school (p < .01), including understanding academic requirements, identifying ideal references, composing a statement of purpose, and gaining veterinary experience (p < .01). The survey demonstrated the benefits of a career exploration class for pre-veterinary students by increasing applicant confidence and showed that challenges facing the profession may influence the applicant pool.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20240025"},"PeriodicalIF":1.1,"publicationDate":"2024-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142789603","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