Journal of veterinary medical education最新文献

{"title":"A Public Records Review of Cadaver and Terminal Animal Use in US and Canadian Veterinary Schools.","authors":"Robin M Chadwin, Crystal L Heath, Ryan W Merkley","doi":"10.3138/jvme-2024-0092","DOIUrl":"https://doi.org/10.3138/jvme-2024-0092","url":null,"abstract":"<p><p>Veterinary students, interns, and residents have often been taught medical and surgical skills using cadavers or terminal surgeries. However, the number of animals used by veterinary schools, their sources, and the types of procedures taught have never been quantified. In this study, active Institutional Animal Care and Use Committee protocols in which animals were euthanized prior to, during, or following training exercises were requested from public veterinary schools in the United States and Canada between December 2022 and April 2024. Protocols were evaluated for the number and species of animals requested, animal source, and types of procedures taught. Additionally, we identified seven justifications for using animals provided by principal investigators (PIs) and evaluated how closely they adhered to ethical guidelines set forth by the American Association of Veterinary Medical Colleges. A total of 26 veterinary schools provided 120 Institutional Animal Care and Use Committee protocols meeting the study criteria. Equines (24/26 schools), cows (20/26), and small ruminants (19/26) were the most commonly requested species by school, although poultry were requested in the highest numbers (8,558). Sources included client donations, commercial vendors, and university-owned animals. The most common justifications for using animals in teaching were that alternatives do not provide an equal learning experience (87/120 protocols) and that live animals are needed for students to learn nonsurgical (71/120) and surgical (65/120) procedures. There was considerable variation in how closely aligned animal use practices were to AAVMC recommendations. Limitations include probable undercounting of cadavers and the inability to verify the numbers of animals used versus requested for use.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20240092"},"PeriodicalIF":1.1,"publicationDate":"2025-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144959238","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":"The CEC Model: A Practical Framework for Building Competence, Efficiency, and Confidence in Veterinary Surgical Education.","authors":"Jacob M Shivley","doi":"10.3138/jvme-2025-0076","DOIUrl":"https://doi.org/10.3138/jvme-2025-0076","url":null,"abstract":"<p><p>Veterinary surgical education requires more than technical instruction. To prepare graduates for real-world performance, learners must develop three interdependent domains: competence, efficiency, and confidence. While essential to clinical readiness, these areas are often addressed inconsistently across curricula and teaching environments. This manuscript introduces the Competence, Efficiency, and Confidence (CEC) Model, a practical and experience-based framework designed to support surgical skill development through structured instruction. Developed through over twelve years of teaching in preclinical laboratories, live-animal procedures, and post-graduate training programs, the CEC Model defines competence as consistent, safe surgical technique grounded in sound clinical judgment; efficiency as the ability to perform procedures in an organized, timely, and effective manner; and confidence as the readiness to act independently and adapt under pressure. These domains are cultivated through repeated practice, clear expectations, targeted feedback, and psychologically safe learning environments. Drawing on established educational theory including experiential learning and deliberate practice, the model offers instructional strategies such as scaffolded autonomy, focused coaching, and guided reflection. It bridges the gap between broad competency frameworks and task-specific training tools by offering a developmental structure for surgical education. The CEC Model emphasizes intentional teaching, learner mindset, and relational support as core to surgical growth. Adaptable across clinical, simulated, and post-graduate settings, it offers a practical framework for cultivating technically skilled, efficient, and confident veterinary surgeons, while also opening new opportunities for research on instruction, learner development, and the role of mindset in surgical performance.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20250076"},"PeriodicalIF":1.1,"publicationDate":"2025-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144959188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"农林科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development of a Simple, Rapid, Convenience Sampling Method to Evaluate the Validity of Clinical Skills Models and Protocols in a Veterinary Educational Setting.","authors":"Charlotte A Maile, Abigail P Sharp, Kirsty D McGinley, Emily A Auger, Sharmini J Paramasivam, Peter D Cockcroft","doi":"10.3138/jvme-2024-0169","DOIUrl":"https://doi.org/10.3138/jvme-2024-0169","url":null,"abstract":"<p><p>The use of clinical skills models is now commonplace in veterinary education, with the aim of improving proficiency and competency when subsequently performing clinical procedures on patients. However, it is important to evaluate the construct and content validity of the models and protocols being used to replace live animal teaching. Performing in-depth validation studies takes considerable time and resources, which may not be readily available in an educational setting. This study describes a fast and effective method using expert feedback to evaluate the validity of clinical skills models and their associated protocols used in veterinary teaching. A total of 30 skills used in the teaching of undergraduate veterinary students at the University of Surrey (UK) were evaluated, 10 from each of the core species (companion animal, equine, and production animal). Qualified veterinary surgeons with experience performing each skill were invited to read through the protocol and perform the skills. They were then asked to provide anonymous ratings using a 5-point Likert scale regarding: the realism of the model, the suitability of the protocol, and the suitability of the model and protocol to prepare students to perform the skill in clinical practice. The results showed that 80% of respondents agreed that performing the skill was realistic compared with the live animal for 63.3% of skills, that the written protocol was appropriate for performing this skill for 96.7% of skills, and/or that the model and protocol were suitable to prepare students to perform the skill in clinical practice for 76.7% of skills. This study presents an innovative approach to high-throughput clinical skills teaching validation.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20240169"},"PeriodicalIF":1.1,"publicationDate":"2025-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144959248","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":"Evaluating Veterinary Ethics Education Programs in South Korea From the Learners' Perspective.","authors":"Eugene Choi, Yechan Jung, Myung-Sun Chun","doi":"10.3138/jvme-2025-0021","DOIUrl":"https://doi.org/10.3138/jvme-2025-0021","url":null,"abstract":"<p><p>Ethical competence, the ability to recognize and respond to the ethical dimensions embedded in everyday decision-making, is vital for veterinarians' professional integrity and to ensure the public's trust. This study investigated current veterinary ethics education in South Korea, focusing on curriculum quality and its perceived outcomes. An online survey was conducted with a total of 374 respondents, 192 veterinarians and 182 students (3.7% response rate), to assess their educational experience and self-assessed competencies in veterinary ethics. Although 60% of them had received ethics education, primarily through formal courses, over half of them reported dissatisfaction with instructor expertise and course effectiveness. Only 22% of those surveyed believed that ethics was integrated sufficiently into their curriculum. They expressed a lack of confidence in applying ethical tools and legal knowledge, highlighting the need for required courses, competent instructors, and the integration of ethics with related subjects such as animal welfare, bioethics, veterinary law, and professionalism. Despite these concerns, though, individuals who completed the ethics coursework reported significantly higher levels of self-assessed ethical competence compared to those who did not receive such training (3.31 vs. 2.96, <i>p</i> < .001), which underscores the necessity and effectiveness of integrating ethics education into veterinary curricula. These results demonstrate the significance of sustained efforts to strengthen ethics education across all stages of veterinary training.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20250021"},"PeriodicalIF":1.1,"publicationDate":"2025-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144959190","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":"Perceptions of Small Animal Nutrition: An Exploration of Education and Self-Reported Proficiency Among Student Veterinary Professionals.","authors":"Rachel H Lumbis, Samantha J Fontaine, John J Reilly, Philippa S Yam","doi":"10.3138/jvme-2025-0010","DOIUrl":"https://doi.org/10.3138/jvme-2025-0010","url":null,"abstract":"<p><p>Nutrition is an essential knowledge area for student veterinary professionals,¹^,² yet commonly cited as an underrepresented topic in veterinary and veterinary nurse curricula.³^-⁵ Consequently, veterinary professionals may lack the knowledge, skills, or confidence to counsel clients and provide nutrition-related patient care.⁶^-⁸ This study forms the baseline stage of a longitudinal project comparing the nutrition knowledge and competence of first-year veterinary (VS) and veterinary nursing students (VNS) in the UK and Ireland. Participants were recruited by nonprobability, convenience purposive sampling, and by email invitation from educational providers. Data were collected between October 2023 and January 2024. Participation was voluntary and informed consent obtained. 135 VS and 186 VNS completed the online survey. Most (82%, <i>n</i> = 211) expressed interest in learning about nutrition. The ability to educate owners and assess pets' physical condition and nutrition status was considered important by 97% (<i>n</i> = 250) and 98% (<i>n</i> = 253), respectively. Over three-quarters of respondents (77%; <i>n</i> = 178) believed that the diet should be evaluated and discussed at every veterinary visit. Students had greater confidence in their ability to conduct a nutritional assessment on dogs and cats than exotic pets. Fewer students (36%; <i>n</i> = 84) believed cooked diets to be healthier than raw, and perceived risks of raw outweighed benefits (38%; <i>n</i> = 88). Half of respondents were unsure about diet choices. Most VS (77%; <i>n</i> = 67) and VNS (87%; <i>n</i> = 125) deemed vegetarian diets unsuitable for dogs and cats. Students enter their studies with preconceived ideas and potential misinformation about nutrition. Nutrition education must be adequately represented within curricula to protect animal health.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20250010"},"PeriodicalIF":1.1,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144765049","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":"Exploring Veterinary Students' Perceptions of Teamwork and Learning from an Interprofessional Community-Based Experience.","authors":"Rohini Roopnarine, Amy Blue, Amara H Estrada","doi":"10.3138/jvme-2023-0177","DOIUrl":"10.3138/jvme-2023-0177","url":null,"abstract":"<p><p>The COVID-19 pandemic provided insight into the gaps provided by health care systems that could benefit from collaborative practice across the nexus of the animal and human health professions. The platform of interprofessional education, recognized as a pedagogical platform for delivering the principles of One Health, embodies the benefits of collaboration to address critical emerging public health issues, including the emergence of vector-borne zoonoses, antimicrobial resistance, food security and defense, and the impacts of climatic change. A phenomenological methodology, which is used to understand individuals lived experience, elicited veterinary students' perceptions of the benefits of interprofessional learning. Veterinary students indicated that the interprofessional learning experience facilitated their development of critical skills, including adaptability, communication, mutual support, and an awareness of the social determinants of health, which are critical for readying them for practice in a postpandemic world.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"475-482"},"PeriodicalIF":1.1,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142589816","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":"An Investigation of Veterinary College Websites in the US and Canada: Representations and Content of Equity, Diversity, and Inclusion.","authors":"Kassandra M Dusome, Deep K Khosa, Lisa M Greenhill, Jennifer E McWhirter, Elizabeth A Stone","doi":"10.3138/jvme-2024-0007","DOIUrl":"10.3138/jvme-2024-0007","url":null,"abstract":"<p><p>University websites are often a first point of contact for prospective students. Portrayals of diversity on the website can influence current and future students' perceptions. Using content and statistical analysis, all 38 veterinary college websites in Canada and the US were systematically coded for representations of people in photos and content related to equity, diversity, and inclusion (EDI). In both Canada and the United States, people perceived as male or Black, Indigenous, and/or People of Color (BIPOC) were more likely to be portrayed without animals, and fewer photos with males depicted engagement in an activity compared with those depicting females. Compared with the self-identified data reported by US colleges to the American Association of Veterinary Medical Colleges, BIPOC students were under-depicted by approximately 16.3% (95% confidence interval [CI] = 11.1%-21.7%) on some college websites and over-depicted on others by approximately 23.4% (95% CI = 15.4%-31.2%). A land acknowledgment or a link for a land acknowledgment was found on only six websites (16%). These results provide evidence and support that veterinary colleges should monitor their websites for depictions of people and content related to EDI, providing the opportunity to attract a diverse student audience.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"493-500"},"PeriodicalIF":1.1,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142591107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"农林科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development and Implementation of a Veterinary Spectrum of Care Clinical Rotation Aligned with the CBVE Model.","authors":"Emma K Read, Michelle Wisecup, Lindsay Cuciak, Michelle Matusicky, Kristen Miles, Joe Snyder, Hillary Wentworth, Karin Zuckerman, Roger B Fingland","doi":"10.3138/jvme-2024-0020","DOIUrl":"10.3138/jvme-2024-0020","url":null,"abstract":"<p><p>Spectrum of care (SOC) has recently been described in the literature, yet it is not an entirely new concept within the veterinary profession. Practitioners in general veterinary practice have long needed to provide a broad range of unique care options for their patients and clients, particularly those for whom referral is not possible. More recently, graduates and their employers have reported that new veterinarians often lack the competence and confidence to provide a broad array of care options, while training in ever more specialized tertiary-referral environments. To better prepare veterinary learners to cope with the variable nature of general veterinary practice and to better meet employer demands, The Ohio State University College of Veterinary Medicine purposefully backward designed learning experiences in a new outcomes-based curriculum so that SOC is emphasized and aligned with the foundation offered by the Competency-Based Veterinary Education (CBVE) model. A unique set of subcompetencies and educational goals were collaboratively developed and used to define a new final year rotation, with additional input provided by an advisory panel of practicing SOC veterinarians from private practice. Ideal caseload characteristics, case numbers, appointment length, daily activities, and other elements were defined, and final year student performance was monitored during implementation to assess progress in meeting key developmental milestones. Incorporating spectrum of care training at The Ohio State University shows promise for developing confidence and competence in new graduates, while also increasing their skills, and perhaps improving their mental health.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"518-532"},"PeriodicalIF":1.1,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142591194","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":"\"Microbiology Can Be . . . \": Student Competition to Develop Resources About Infectious Diseases That Improve Health Literacy.","authors":"Maria Luisa Marenzoni, Raoul Ciappelloni","doi":"10.3138/jvme-2023-0143","DOIUrl":"10.3138/jvme-2023-0143","url":null,"abstract":"<p><p>The European Association of Establishments for Veterinary Education emphasizes the importance of communication skills and teamwork for student success in clinical practice. Traditionally, many veterinary curricula lacked standardized formal training in acquiring these essential skills. Effective communication and collaborative teamwork are not only crucial for fulfilling the clinical responsibilities of the veterinary profession but also play a pivotal role in the broader societal context. Veterinarians, in their social role, serve as scientific communicators for the community. This role involves conveying scientific concepts, even complex ones, with a particular emphasis on their significance for public health, reaching a diverse audience. Currently, there is a growing public health necessity to improve health literacy, which refers to the ability to access, understand, appraise, and use information to support healthy choices by society, especially for topics like infectious diseases and vaccination. This became more evident during the global COVID-19 pandemic. This teaching tip describes the development, organization, and broad outcomes of a student competition introduced during a standard veterinary medicine course to design novel resources on microbiology and infectious disease-enhancing health literacy. Three separate events were organized during the academic years 2020-2023. The third-year veterinary medicine students attending the 3-month course on infectious diseases of small animals participated in a student competition aimed at promoting creativity and innovation. Their task was to develop novel resources that delivered informative content to the public concerning microbiology and infectious diseases. Participation was voluntary and students participated in groups of five or six. Overall, 125 students created 22 projects on microbiology and infectious diseases that were able to enhance health literacy. This approach allowed students to engage with the content and convey foundational knowledge to others in an easily accessible way. This skill of communicating with the public using easy-to-understand language is essential for success in the veterinary medicine profession. The resources produced, such as drawings, comics, games, and videos, constitute informative sources. Thus, they were published online on a scientific journal to disseminate knowledge of infectious diseases to a broader audience.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"440-449"},"PeriodicalIF":1.1,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142591103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"农林科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching and Assessment of Clinical Reasoning Skills in a Case-Based Veterinary Cardiology Elective.","authors":"Corynn D Klehm, Aliye Karabulut-Ilgu, Melissa A Tropf","doi":"10.3138/jvme-2024-0017","DOIUrl":"10.3138/jvme-2024-0017","url":null,"abstract":"<p><p>Clinical reasoning (CR) is an important clinical competency for effective veterinary practice. We hypothesized that implementing an explicit 7-week CR curriculum taught in a large-enrollment elective veterinary cardiology course would improve students' awareness of clinical reasoning principles, self-efficacy of CR skills, and application of CR principles in clinical case analyses. A secondary aim was to assess the impact of peer review as a means of providing feedback in a large classroom setting. A mixed method approach was used with veterinary students (<i>N</i> = 78) in a cardiology elective course meeting twice weekly for a half-semester (7 weeks). Course content included a 1-week introduction to CR led by the instructor and 6 weeks of instructor-facilitated, case-based learning. Quantitative and qualitative data were collected, including pre- and post-course surveys, weekly peer reviews for six clinical case assignments, and instructor-graded clinical cases for three case assignments. Students reported improved self-efficacy across all CR skill categories (<i>p</i> < .001) and significant improvement in applied CR skills was demonstrated in both peer- (<i>p</i> < .001) and instructor-graded assignments (<i>p</i> < .001). Peer reviews provided a means for students to reflect on and internalize CR skills, which may play a role in improved self-efficacy. In an elective cardiology course, implementing an explicit CR curriculum resulted in improved student awareness and self-efficacy of CR, as well as improved applied CR skills.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"501-517"},"PeriodicalIF":1.1,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142590595","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}