Journal of veterinary medical education最新文献_第3页

Public Health Knowledge, Preparedness, and Professional Identity Among Veterinary Students: A Multi-Institutional Survey of AVMA-Accredited Programs. 兽医学生的公共卫生知识、准备和职业认同：avma认证项目的多机构调查。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2026-09-29 DOI: 10.3138/jvme-2026-0087

Enzo R Campagnolo, Gary L Welton

{"title":"Public Health Knowledge, Preparedness, and Professional Identity Among Veterinary Students: A Multi-Institutional Survey of AVMA-Accredited Programs.","authors":"Enzo R Campagnolo, Gary L Welton","doi":"10.3138/jvme-2026-0087","DOIUrl":"https://doi.org/10.3138/jvme-2026-0087","url":null,"abstract":"Veterinarians work at the intersection of animal, human, and environmental health, yet integration of public health and One Health competencies across veterinary curricula remains poorly characterized. An anonymous, cross-sectional online survey of DVM/VMD students enrolled in AVMA COE-accredited or provisionally accredited veterinary schools worldwide evaluated knowledge, perceived training adequacy, confidence, professional identity, and career intentions related to public health and One Health. The 32-item instrument was analyzed using descriptive statistics and inductive thematic analysis. A total of 262 students participated; because the number of students who received the invitation could not be determined, a response rate could not be calculated. Of the respondents, 80.5% were enrolled in US-based programs. Most intended to pursue clinical practice (77.5%); approximately 6.5% intended to enter public health or government careers. Antimicrobial resistance ranked as the highest perceived public health threat (mean rank 2.27/5), followed by zoonotic diseases (2.53). Self-reported confidence and perceived training adequacy were moderate across all assessed domains. Thematic analysis of open-ended responses identified five curricular-gap themes: limited awareness of public health career pathways, insufficient experiential and simulation-based learning, difficulty applying public health principles in practice, inadequate curricular emphasis, and gaps in One Health communication and inter-professional collaboration. The inability to calculate a response rate and the convenience-based recruitment approach limit generalizability; findings should be considered preliminary, exploratory, and hypothesis generating rather than representative. Expanded standardized One Health content, scenario-based instruction, and inter-professional experiences may strengthen veterinary student preparedness for emerging zoonotic and pandemic threats.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20260087"},"PeriodicalIF":1.1,"publicationDate":"2026-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149081141","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

Faculty Uses and Perspectives on Generative AI: Experiences From Two UK Veterinary Schools. 生成式人工智能的教师使用和观点：来自两所英国兽医学校的经验。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2026-09-29 DOI: 10.3138/jvme-2026-0063

Susan Rhind, Sarah Baillie, Louise Connelly, Julie Dickson, Darren J Shaw

{"title":"Faculty Uses and Perspectives on Generative AI: Experiences From Two UK Veterinary Schools.","authors":"Susan Rhind, Sarah Baillie, Louise Connelly, Julie Dickson, Darren J Shaw","doi":"10.3138/jvme-2026-0063","DOIUrl":"https://doi.org/10.3138/jvme-2026-0063","url":null,"abstract":"The relatively recent emergence of generative AI (GenAI) tools and their potential to influence many aspects of faculty and student experiences requires rapid insight into these tools' current uses, perceived challenges, and opportunities. A survey-based study was carried out with faculty at two UK veterinary schools to gain insight into current usage rates, confidence, concerns, and suggestions for both faculty development and curriculum in relation to GenAI. A total of 121 surveys were completed (∼20% response rate). Likert scale items were statistically analyzed and free-text data were coded and analyzed for themes. Twenty-five percent of faculty reported never having used GenAI tools; the median usage across both schools was once a month or less. Faculty uses included help with writing, creation of teaching materials and assessments, support for research, support more broadly for their academic role, and, where relevant, use in clinical work. Faculty had the lowest confidence in data privacy and security and application to clinical care regardless of whether they were clinically active or not. Concerns included lack of trust in the output, need for more training, and concern about erosion of skills-for both themselves and students. Additional training and support were considered essential across all proposed domains of competence and likewise for students within the curriculum. The study confirms the need for urgent implementation of contextualized faculty development initiatives, alongside curriculum evolution and aligned student guidance and support. A domain-based model for faculty development is proposed.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20260063"},"PeriodicalIF":1.1,"publicationDate":"2026-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149081138","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

What Supports Students' Well-Being? Insights From Veterinary Learners at an Australian University. 什么支持学生的幸福？来自澳大利亚大学兽医学习者的见解。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2026-09-25 DOI: 10.3138/jvme-2026-0039

Trinity L S B White, Ingrid F van Gelderen Mabin

{"title":"What Supports Students' Well-Being? Insights From Veterinary Learners at an Australian University.","authors":"Trinity L S B White, Ingrid F van Gelderen Mabin","doi":"10.3138/jvme-2026-0039","DOIUrl":"https://doi.org/10.3138/jvme-2026-0039","url":null,"abstract":"Interventions that support well-being while educating future veterinarians are widely reported and embedded within most veterinary curricula. A key challenge for educators is understanding which interventions veterinary students are most likely to engage with and how these can be effectively embedded within the curriculum. At the University of Sydney, well-being support is provided through university services and is explicitly integrated into the curriculum. Our objective was to explore this for DVM students at the University of Sydney as part of a curriculum review. A cross-sectional anonymous, online survey was distributed to all currently enrolled DVM students over 5 weeks during semester 1 in 2025. Response rate was 26.4% (n = 142). DVM year had a significant effect on engagement with university mentor services (p = .03); perceived barriers to accessing external well-being interventions, including time (p = .03) and location (p = .04); overall satisfaction with well-being curriculum (p = .04); desire for more career management learning (p = .03); and likely engagement with a novel pet therapy program (p = .05). International students were significantly more likely than domestic students to engage with university mental health services (p < .01) and to report lower preference scores for additional time management learning (p = .03). Students indicated a high likelihood of engagement with food-based well-being interventions (mode = 5). Findings suggest that students' preferences for school-supported well-being interventions vary across degree stage. Further research is needed to inform development of targeted well-being initiatives that maximize student engagement.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20260039"},"PeriodicalIF":1.1,"publicationDate":"2026-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149062192","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

Adding the Namibian Voice to the Professional Identity Conversation: Using Narrative Interviews to Explore Professional Identity in Namibian Veterinary Students. 在职业认同对话中加入纳米比亚人的声音：使用叙事访谈探索纳米比亚兽医学生的职业认同。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2026-09-25 DOI: 10.3138/jvme-2026-0044

Maya Garbade, Elizabeth Armitage-Chan

{"title":"Adding the Namibian Voice to the Professional Identity Conversation: Using Narrative Interviews to Explore Professional Identity in Namibian Veterinary Students.","authors":"Maya Garbade, Elizabeth Armitage-Chan","doi":"10.3138/jvme-2026-0044","DOIUrl":"https://doi.org/10.3138/jvme-2026-0044","url":null,"abstract":"A well-developed professional identity is an essential component of professional well-being and sustainable practice. Emerging research demonstrates that identity formation and dissonance are perceived, constructed, and managed differently in different global contexts, and yet veterinary curricula intended to support professional identity formation (PIF) and assist students encountering identity dissonance often remain rooted in research from white, Western cultures. This project aims to explore veterinary students' PIF in Namibia, a highly multicultural and multilingual context, and to identify meaningful experiences contributing to PIF in this region, including the ways that dissonance contributes to this process. Narrative inquiry was utilized to capture relevant experiences of all final-year veterinary students in one cohort at the sole veterinary school in Namibia. Prior experiences of poor animal welfare, cultural influences that foster a desire to \"give back,\" and instances of academic challenge that reinforced motivation and a sense of purpose (being proud to join the veterinary profession) all contributed to PIF. Dissonance was not found in situations of differing client values; indeed, these evoked empathy and a desire to help. Instead, dissonance arose from perceived academic underperformance and criticism from clinician-educators. Coping mechanisms included well-developed empathy and reflective skills and support from family. These findings widen the conceptualization of meaningful PIF experiences and prompt educators to acknowledge that identity and dissonance observations may not be globally and cultural transferable. This has implications for curriculum design and scaffolding of PIF for educators of diverse and international student cohorts.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20260044"},"PeriodicalIF":1.1,"publicationDate":"2026-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149062218","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

Tuning In: Student-Produced Podcasts in Veterinary Anesthesia Learning Experience. 调谐：兽医麻醉学习经验的学生制作的播客。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2026-09-25 DOI: 10.3138/jvme-2026-0018

Lisa Mestrinho, Marta Almeida

{"title":"Tuning In: Student-Produced Podcasts in Veterinary Anesthesia Learning Experience.","authors":"Lisa Mestrinho, Marta Almeida","doi":"10.3138/jvme-2026-0018","DOIUrl":"https://doi.org/10.3138/jvme-2026-0018","url":null,"abstract":"Veterinary anesthesia is a cognitively demanding subject that requires students to master complex pharmacological concepts and numerous drug names while simultaneously applying them in clinical contexts. To promote deeper learning and active engagement, we implemented a short-duration, student-produced audio podcast assignment to all students, working in pairs, as part of the third-year veterinary anesthesia curriculum. Following faculty review and classroom discussion, the episodes were uploaded to an online platform, creating a peer-generated learning resource for revision and exam preparation. Students' perceptions were evaluated using a 5-point Likert questionnaire, and summative examination performance was compared with a previous cohort that neither created nor accessed podcasts. Fifty students voluntarily replied to the questionnaire. Overall, a high level of engagement in the activity was reported. The strongest perceived benefit was the creation process itself, followed by enhanced group work experience and increased motivation to deepen understanding. The podcast length was well accepted, and more than half the students listened repeatedly to podcasts created by their peers. Interestingly, although most students perceived the podcasts as having limited value for direct exam preparation, those exposed to podcasts achieved higher final examination scores than the historic group. This teaching strategy illustrates how shifting students from passive consumers to active creators of educational content can promote deeper cognitive processing. Student-produced podcasts represent a simple, scalable, and engaging active learning strategy that can be incorporated into veterinary curricula to enhance learning in conceptually challenging subjects.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20260018"},"PeriodicalIF":1.1,"publicationDate":"2026-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149062226","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

3D Printing as a Teaching Tool in Veterinary Medicine: Feline Ocular Model for Ultrasound Training. 3D打印作为兽医学教学工具：用于超声训练的猫眼模型。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2026-09-01 DOI: 10.3138/jvme-2026-0028

Cristiana A C Lima, Ana I Filipe, Lisa A Mestrinho

{"title":"3D Printing as a Teaching Tool in Veterinary Medicine: Feline Ocular Model for Ultrasound Training.","authors":"Cristiana A C Lima, Ana I Filipe, Lisa A Mestrinho","doi":"10.3138/jvme-2026-0028","DOIUrl":"https://doi.org/10.3138/jvme-2026-0028","url":null,"abstract":"A three-dimensional (3D) clinical simulation model was developed for ocular ultrasonography training, and its pedagogical potential was evaluated. Model design was based on computed tomography data of feline skulls, which were processed and segmented using specialized 3D modeling software. During this process, Standard Tessellation Language (STL) files were produced, corresponding to the three main model components: a feline skull and two eyeballs, one representing normal anatomy and the other simulating a total retinal detachment. All components were printed using a stereolithography printer. Rigid resin was used to print the skull and flexible resin for the eyeballs. Each eyeball was filled with a medical-grade gel with physical and acoustic properties like those of real feline eye. The printing and assembly stages resulted in reduced production costs and moderate reproducibility. Following initial fidelity validation by an experienced veterinary ultrasonographer, the model's pedagogical potential was assessed by veterinary students and practicing veterinarians during a structured training session, followed by the completion of a qualitative survey. Overall feedback was positive, with participants reporting acceptable fidelity, ease of use, and perceived improvements in manual dexterity and technical learning. Statistically significant associations were observed between academic degree and performance scores and between prior practical experience in ocular ultrasonography and perceived task ease. The feline ocular model represents a cost-effective, safe, and accessible educational tool with satisfactory sonographic fidelity.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20260028"},"PeriodicalIF":1.1,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148880963","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

Improving Veterinary Students' Interest and Engagement During Anatomy Dissection Sessions: Approaches Related to Flow Theory. 提高兽医学生解剖课的兴趣和参与：与心流理论相关的方法。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2026-08-31 DOI: 10.3138/jvme-2025-0114

Ekele Ikpegbu, Richard J Rego, Phyllis Mann, Sandra L Ayres

{"title":"Improving Veterinary Students' Interest and Engagement During Anatomy Dissection Sessions: Approaches Related to Flow Theory.","authors":"Ekele Ikpegbu, Richard J Rego, Phyllis Mann, Sandra L Ayres","doi":"10.3138/jvme-2025-0114","DOIUrl":"https://doi.org/10.3138/jvme-2025-0114","url":null,"abstract":"A strong foundational understanding of anatomy is central to veterinary education. It is essential for acquiring clinical, surgical, and diagnostic skills in veterinary students. Veterinary anatomy is delivered by didactic lectures and laboratory dissection; however, maintaining student engagement during dissection can be challenging. This article outlines some pedagogical approaches that, if applied in a canine and feline anatomy course, could enhance student engagement and effective learning. Approaches that may be adopted include the provision of pre-matriculation materials on basic anatomical directional terms, structured dissection groupings, instructional videos, and dissection manuals for support. With increasing confidence with dissection proficiency, students are introduced to study aids such as mounted skeletons for demonstrating muscle actions, problem sets simulating clinical cases, and the opportunity for an interactive Q&A at the end of each lab session. The involvement of the second-year veterinary students as anatomy mentors provides peer support. These approaches aim to apply Csikszentmihalyi's flow theory to education, which emphasizes that effective learning can be achieved when students are equipped with requisite skills and resources that are comparable to the given assignment. This design incorporates a regular feedback system and offers the instructor opportunities to provide necessary support to students. The students appreciated the early notice about the course, the nature of the examination, discussions on pathologies, and repetition using different teaching models to present the same concept. This is an observational description of the approaches we have implemented to improve student interest and engagement for effective learning.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20250114"},"PeriodicalIF":1.1,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148865503","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 Students' Perceptions of Online Versus Face-to-Face Problem-Based Learning. 兽医学生对在线与面对面问题学习的看法。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2026-08-24 DOI: 10.3138/jvme-2025-0125

Jennifer L Brignell, Angelina Burton, Rebecca N Blanchard

{"title":"Veterinary Students' Perceptions of Online Versus Face-to-Face Problem-Based Learning.","authors":"Jennifer L Brignell, Angelina Burton, Rebecca N Blanchard","doi":"10.3138/jvme-2025-0125","DOIUrl":"https://doi.org/10.3138/jvme-2025-0125","url":null,"abstract":"The COVID-19 pandemic accelerated the adoption of online learning across higher education, including the use of digital online platforms to support small group teaching. While previous research suggests that online teaching can promote engagement and student interactions, limited evidence exists regarding suitability for problem-based group learning (PBL) centered on clinical case discussions. This study investigated veterinary students' perceptions of online versus face-to-face PBL environments. A two-part questionnaire was distributed to 450 students: part 1 during compulsory online delivery (n = 92) and part 2 following compulsory face-to-face sessions (n = 70). Only paired responses were analyzed for a direct comparison (n = 27). Quantitative and qualitative data explored whether the learning environment influenced students' perceptions of group effectiveness within clinical relevance sessions. Full ethical approval was granted (CARE: 3444 210929). A Mann-Whitney U test analyzed quantitative data. Enjoyment, interaction, atmosphere, perceived work ethic of peers, and perceived learning were significantly higher in face-to-face settings (p < .05). No significant differences were observed for confidence in expressing views, facilitator role, or students' own work ethic. Thematic analysis identified six distinct themes, with enhanced collaboration and communication consistently associated with in-person delivery. Overall, while online platforms can support elements of PBL, students perceive face-to-face environments as more conducive to clinical case-based discussion. These findings suggest that PBL is perceived as more effective when delivered face to face within the veterinary curriculum.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20250125"},"PeriodicalIF":1.1,"publicationDate":"2026-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148812187","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 Standard-Setting Methods for Determining Minimum Passing Scores in a High-Stakes Veterinary OSCE. 比较在高风险兽医欧安组织确定最低通过分数的标准制定方法。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2026-08-24 DOI: 10.3138/jvme-2026-0041

Sina Allahyari, Philippa Gibbons, Don E Rollins, John J Dascanio, Elpida Artemiou

{"title":"Comparing Standard-Setting Methods for Determining Minimum Passing Scores in a High-Stakes Veterinary OSCE.","authors":"Sina Allahyari, Philippa Gibbons, Don E Rollins, John J Dascanio, Elpida Artemiou","doi":"10.3138/jvme-2026-0041","DOIUrl":"https://doi.org/10.3138/jvme-2026-0041","url":null,"abstract":"Establishing defensible minimum passing scores is a critical challenge in high-stakes objective structured clinical examinations (OSCEs). Direct comparisons of different standard-setting methods and the varying passing and failure rates remain limited in veterinary medical education. This observational, cross-sectional study compared minimum passing scores (MPSs) generated using the Angoff method, Hofstee method, and borderline regression method (BRM) for an integrated, summative veterinary OSCE. Eighty-one third-year veterinary students at Texas Tech University School of Veterinary Medicine completed a 13-station OSCE. Only 10 stations-3 communication and 7 clinical skills-incorporated both a checklist and a global rating scale and were included in these analyses. All stations were assessed by trained examiners. MPS values for Angoff and Hofstee judgments were provided by six external judges who received training on standard-setting methods. Passing thresholds were compared using descriptive statistics and repeated-measures ANOVA with Greenhouse-Geisser correction. Passing scores differed significantly across standard-setting methods (p < .001). Angoff and BRM produced comparable and more stringent passing thresholds across stations, whereas Hofstee consistently generated lower cut-scores and fewer student failures. Pearson (r = 0.60-0.86; p < .001) and Spearman correlation coefficients (ρ = 0.58-0.89; p < .001) demonstrated moderate to strong associations between checklist and global rating scores. These findings indicate that the choice of standard-setting methods substantially influences OSCE passing scores and pass-fail decisions. Careful selection and transparent application of standard-setting methods are essential to ensure fairness and defensibility in veterinary OSCEs.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20260041"},"PeriodicalIF":1.1,"publicationDate":"2026-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148813430","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

Perspectives on Applicant Attributes for Veterinary Pathology Residency Training Programs as Described by Veterinary Pathologists. 兽医病理学家描述的兽医病理学住院医师培训项目申请人属性的观点。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2026-08-20 DOI: 10.3138/jvme-2024-0172

Cheryl L Auch, Rebecca G Burzette, Amanda Fales-Williams

{"title":"Perspectives on Applicant Attributes for Veterinary Pathology Residency Training Programs as Described by Veterinary Pathologists.","authors":"Cheryl L Auch, Rebecca G Burzette, Amanda Fales-Williams","doi":"10.3138/jvme-2024-0172","DOIUrl":"https://doi.org/10.3138/jvme-2024-0172","url":null,"abstract":"Across pathology residency programs, little is known about the commonality of attributes valued for selecting potential trainees. This study describes the perceived value of various attributes according to veterinary pathologists in various sectors via a survey distributed to the American College of Veterinary Pathologists email LISTSERV. The survey collected usable quantitative and qualitative data from 393 anatomic and clinical pathologists in various professional sectors. Qualitative data were categorized into thematic categories and their proportions determined. The means, standard deviations, and t-test p values were calculated and used to identify differences in the perceived value of various selection criteria depending on the survey participant's sub-specialty (i.e., anatomic or clinical pathology) and program type (i.e., residency only or combined with a graduate degree). Differences were noted for several selection criteria; however, performance during a residency interview, completion of a pathology-related externship, performance during a pathology rotation in veterinary school, and presence of an exceptional trait noted on a recommendation letter were generally considered valuable selection criteria by the survey respondents, while the applicant's graduating veterinary program, graduate record exam score, completion of a rotating internship, and class rank were not. The perceived value of prior practice experience varied between the sub-specialties. The qualitative analysis identified traits such as resilience, teachability, communication skills, determination, and commitment to the profession as desirable qualities. The findings provide insight into the perceived value of various attributes that may be considered when selecting prospective candidates for admission into a veterinary pathology training program.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20240172"},"PeriodicalIF":1.1,"publicationDate":"2026-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148794927","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