Journal of veterinary medical education最新文献

{"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":"https://doi.org/10.3138/jvme-2024-0088","url":null,"abstract":"<p><p>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.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20240088"},"PeriodicalIF":1.1,"publicationDate":"2024-12-03","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}

{"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":"https://doi.org/10.3138/jvme-2024-0089","url":null,"abstract":"<p><p>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.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20240089"},"PeriodicalIF":1.1,"publicationDate":"2024-12-03","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}

{"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":"https://doi.org/10.3138/jvme-2023-0122","url":null,"abstract":"<p><p>Veterinary students often face mental health challenges due to the demanding nature of their studies and the pressures of adopting 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.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20230122"},"PeriodicalIF":1.1,"publicationDate":"2024-12-03","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}

{"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":"https://doi.org/10.3138/jvme-2024-0043","url":null,"abstract":"<p><p>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 (<i>n</i> = 48) and classroom (<i>n</i> = 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 (<i>p</i> > 0.05). The students' perspectives on the course methodology employed were not statistically different (<i>p</i> = 0.25) 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.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20240043"},"PeriodicalIF":1.1,"publicationDate":"2024-12-03","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}

{"title":"Embedding the Flipped Classroom Approach to Support Student Learning in Animal Handling and Clinical Skills: Practical Classes Throughout a Veterinary Curriculum.","authors":"Alison J Catterall, Louisa Mitchard, Sam Brown, Lucy Gray, Abi Miles, Sarah Baillie","doi":"10.3138/jvme-2024-0059","DOIUrl":"https://doi.org/10.3138/jvme-2024-0059","url":null,"abstract":"<p><p>A comprehensive bank of flipped classrooms was developed to help students prepare for animal handling and clinical skills practical classes. Flipped classroom is a type of blended learning. In the context of clinical skills, it is designed to provide students with online learning resources prior to attendance at practical classes. The initiative was catalyzed by the pandemic, and the resources continue to be embedded throughout the curriculum. A team approach was used for the development of the bank, and the design embraced relevant pedagogical frameworks and active learning techniques. Feedback was gathered from a small group of students who completed an online form after each practical class throughout the academic year and wrote a reflective piece at the end of the project. Instructors who delivered practical classes participated in focus group discussions. Students particularly liked flipped classrooms that were well designed with a range of content and interactivity. The main benefits for students of the flipped approach were being more prepared and confident, less anxious, and making better use of in-class time to focus on learning skills. One of the main challenges encountered by instructors was managing a group when some students had not done the prework. A few other issues were mentioned, including when the standardized design template was not followed and the workload involved in continuing to enhance and expand the resources. Teamwork and training were crucial to the successful production of the large bank of flipped classrooms. Sharing our experience with the wider education community, within and beyond our institution, continues to be one of team's aims.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20240059"},"PeriodicalIF":1.1,"publicationDate":"2024-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142770261","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":"AAVMC Notes.","authors":"","doi":"10.3138/jvme-51-6-Note","DOIUrl":"https://doi.org/10.3138/jvme-51-6-Note","url":null,"abstract":"","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":"51 6","pages":"iii-iv"},"PeriodicalIF":1.1,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142869522","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":"Predicting Admission and Future Performance of Veterinary School Applicants: Evaluation of Scores of Self-Reported Animal Experience and Rural Versus Urban Background.","authors":"Nicole J Fernandez, Matt R Read, Robert McCorkell, Connor Maxey, Kent G Hecker","doi":"10.3138/jvme-2024-0073","DOIUrl":"https://doi.org/10.3138/jvme-2024-0073","url":null,"abstract":"<p><p>Admission to veterinary school is generally based on academic and nonacademic measures. Descriptions of animal or veterinary experience and rural versus urban background are often sought from applicants, but little is objectively known about their impact on admission success or future performance. We evaluated scores from written descriptions from 590 veterinary school applicants for the nature and extent of self-reported animal experience. For those admitted to the program, we compared animal experience and rural versus urban background to performance in discipline-based courses, professional skills courses, clinical rotations, and the North American Veterinary Licensing Exam (NAVLE). More than 98% of applicants reported animal experience, with small animal veterinary experience most reported. There was no difference in animal experience or background between successful and unsuccessful applicants, but rural and urban applicants reported different experiences. There was a small correlation between small animal experience and performance in clinical rotations (.21), a small negative correlation between rural background and NAVLE performance (-.23), but otherwise, no significant correlations between animal experience or background and future performance. These findings suggest that scores of self-reported animal experience do not provide predictive information on applicants, or, alternatively, that the nature and extent of animal experience, the methods used to score these experiences, and/or the measures assessed during veterinary school need to be explicitly defined to ensure that we are capturing the appropriate information. More investigation into the scoring and impact of animal experience and background on applicant performance in the DVM program and success in a veterinary career is warranted.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20240073"},"PeriodicalIF":1.1,"publicationDate":"2024-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142750860","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":"Epistemic Emotions in Learning: Using Qualitative Inquiry to Explore Implications for Veterinary Educators in Responding to Student Emotions in Their Classrooms.","authors":"Rachel Davis, April Kedrowicz, Jenny Moffett, Hafsa Zaneb, Elizabeth Armitage-Chan","doi":"10.3138/jvme-2024-0076","DOIUrl":"https://doi.org/10.3138/jvme-2024-0076","url":null,"abstract":"<p><p>Veterinary students frequently experience heightened emotions which can stimulate or compromise learning. The impact of student emotions on educators, or the ways that educators can respond to these is less well known. This has potential impacts for educators' own emotional responses, and for educators' effectiveness in supporting learning. To better support educators in facilitating student learning, this study sought to further understand how students' epistemic emotions are experienced by educators. We explored the experiences of educators from three international veterinary schools, using iterative interpretive analysis of workshop discussions designed and implemented for the purpose of the study. Analysis revealed that veterinary educators experience a range of emotions in the course of teaching their students, arising from events, such as emotional topics or clinical situations; receipt of grades; and the experience of uncertainty, e.g., in teaching methods or open-ended tasks. The educators' responses to these included feeling overwhelmed and anxious - wanting to help facilitate student learning but lacking the tools to do so. Consequently, educators felt unable to engage effectively with students, and learning was deactivated. This could occur even when students were interested and curious. Educators' responses were particularly challenged by time and assessment pressures (needing to remain on topic and teach to learning outcomes). Strategies for responding to student emotions and to support development of educator emotional intelligence have been generated, which include a need for institutional recognition of the time resources necessary for educators to reflectively learn from complex situations experienced in their classrooms.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20240076"},"PeriodicalIF":1.1,"publicationDate":"2024-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142750846","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":"Bringing the Veterinary Medicine Curriculum to the Fingertips of Faculty and Students: A Novel Curriculum Search and Analysis Tool.","authors":"Aliye Karabulut Ilgu, Serhat Demir","doi":"10.3138/jvme-2024-0074","DOIUrl":"https://doi.org/10.3138/jvme-2024-0074","url":null,"abstract":"<p><p>Curriculum review is a required and essential part of the continuous improvement process to ensure that all elements of the curriculum are integrated to help students achieve intended outcomes. It is also an effective way of avoiding a disparity between the knowledge and skills students gain throughout their education and the knowledge and skills required in practice. One commonly used curriculum analysis approach is curriculum mapping, which requires extensive labor and time commitment. This best practice paper describes the development of a curriculum search and analysis tool that utilizes novel computational analysis techniques from data science and artificial intelligence approaches to enhance the quality of curriculum maps by increasing the effectiveness and efficiency of the curriculum analysis and mapping process.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20240074"},"PeriodicalIF":1.1,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142789601","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":"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":"https://doi.org/10.3138/jvme-2024-0058","url":null,"abstract":"<p><p>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% (<i>n</i> = 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 (<i>M</i> = 25.6 ± 15.7 hours), and total laboratory contact hours varied from 0 to 153 hours (<i>M</i> = 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.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20240058"},"PeriodicalIF":1.1,"publicationDate":"2024-11-06","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}