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

AAVMC Notes.

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2024-12-01 DOI: 10.3138/jvme-51-6-Note

引用次数: 0

Predicting Admission and Future Performance of Veterinary School Applicants: Evaluation of Scores of Self-Reported Animal Experience and Rural Versus Urban Background.

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2024-11-29 DOI: 10.3138/jvme-2024-0073

Nicole J Fernandez, Matt R Read, Robert McCorkell, Connor Maxey, Kent G Hecker

{"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":"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.","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}

引用次数: 0

Epistemic Emotions in Learning: Using Qualitative Inquiry to Explore Implications for Veterinary Educators in Responding to Student Emotions in Their Classrooms.

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2024-11-29 DOI: 10.3138/jvme-2024-0076

Rachel Davis, April Kedrowicz, Jenny Moffett, Hafsa Zaneb, Elizabeth Armitage-Chan

{"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":"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.","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}

引用次数: 0

Bringing the Veterinary Medicine Curriculum to the Fingertips of Faculty and Students: A Novel Curriculum Search and Analysis Tool.

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2024-11-06 DOI: 10.3138/jvme-2024-0074

Aliye Karabulut Ilgu, Serhat Demir

引用次数: 0

Curriculum Hours and Approaches to Instruction in Veterinary Ophthalmology: A Global Survey of Veterinary Schools.

IF 1.1 3区农林科学

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

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

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

引用次数: 0

Thank You & Welcome! 感谢和欢迎

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2024-10-01 DOI: 10.3138/jvme-51-5-Editorial

Regina Schoenfeld-Tacher

引用次数: 0

Qualitative Analysis of Intern Applications and its Relationship to Performance. 实习生申请的定性分析及其与绩效的关系

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2024-10-01 Epub Date: 2023-08-24 DOI: 10.3138/jvme-2023-0060

Heather Gosnell, Madison P Pegouske, Shane D Lyon, Kathryn A Diehl, Kate E Creevy, Katherine Fogelberg, Erik H Hofmeister

{"title":"Qualitative Analysis of Intern Applications and its Relationship to Performance.","authors":"Heather Gosnell, Madison P Pegouske, Shane D Lyon, Kathryn A Diehl, Kate E Creevy, Katherine Fogelberg, Erik H Hofmeister","doi":"10.3138/jvme-2023-0060","DOIUrl":"10.3138/jvme-2023-0060","url":null,"abstract":"This study aimed to identify qualitative aspects of small animal veterinary internship applications that are associated with relative intern performance. This study took place with data collected on small animal interns from the 2015-2016, 2016-2017, and 2017-2018 intern classes from four different institutions. Applicants were divided into top-performers and bottom-performers by sorting the calculated overall scores from highest to lowest, labeling the top half of interns as \"top-performers,\" and the lower half of interns as \"bottom-performers.\" Thematic analysis of the intern applications was conducted. Relationship skills and knowledge application were identified as themes in the top-performing interns but not in the bottom-performing interns. Veterinary experience, presentations, community service, research, and teaching were all seen more frequently in the top-performing interns. More top performers had characteristics of greatest strength of technical skills, professionalism, relationship skills, and teamwork. More bottom performers had characteristics of greatest strength of stress management, communication, and patient care. More top performers had characteristics that would benefit from targeted mentoring of leadership. More bottom-performers had characteristics that would benefit from targeted mentoring of technical skills, general knowledge, and self-awareness. In narrative comments, adaptability, and self-awareness were more commonly noted in the bottom-performers. Lack of confidence was noted as a theme in the bottom-performers, but not in the top-performers. Certain qualities of intern applications may be used to predict top- or bottom-performing interns.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":"1 1","pages":"643-649"},"PeriodicalIF":1.1,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41692422","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

Veterinarian Use of and Sentiment Regarding Standard of Care for Feline Ovarian Pedicle Tie. 兽医对猫卵巢蒂扎术标准的使用和看法。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2024-10-01 Epub Date: 2024-08-14 DOI: 10.3138/jvme-2024-0004

Hillary A Herendeen, Jennifer W C Turner, Rachael E Kreisler

{"title":"Veterinarian Use of and Sentiment Regarding Standard of Care for Feline Ovarian Pedicle Tie.","authors":"Hillary A Herendeen, Jennifer W C Turner, Rachael E Kreisler","doi":"10.3138/jvme-2024-0004","DOIUrl":"https://doi.org/10.3138/jvme-2024-0004","url":null,"abstract":"Ligation of the feline ovarian pedicle is commonly performed via autoligation (\"pedicle tie\") by high-quality high-volume surgeons. It is not commonly taught in veterinary school, resulting in general practice veterinarians who are not comfortable with the technique, despite being faster than double ligation with suture, having very low risk of hemorrhage-related complications, and no increased risk for student surgeons. This study aimed to determine the use of and opinions regarding standard of care (SOC) related to the pedicle tie for feline ovariohysterectomy. An anonymous 23-question survey was targeted to private practice veterinarians via social media from September to November 2021. There were 142 respondents, with 77 indicating the use of the pedicle tie and 65 indicating no use. Of those who used the pedicle tie, most reported learning the technique from either a dedicated high-quality high-volume facility (32%) or a colleague/mentor (32%). Nearly half used it in all cases. They had used it for a median of 5 (IQR 3,8) years, and 99% were comfortable teaching the technique to others. Of those who did not use the pedicle tie, 60% reported that it meets SOC, 14% reported that it does not, and 26% reported that it sometimes meets SOC. Over half of the respondents reported using the pedicle tie. Absence from the veterinary curriculum was the most frequently cited reason for not using the technique.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":"51 5","pages":"587-592"},"PeriodicalIF":1.1,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142583774","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

AAVMC Notes. AAVMC 笔记。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2024-10-01 DOI: 10.3138/jvme-51-5-Notes

引用次数: 0

Cadaveric Prosections Prepared by Qualified Instructional Staff Were More Efficient and Effective Teaching Modalities for Veterinary Gross Anatomy than In-Class Dissections by Students. 与学生在课堂上解剖尸体相比，由合格的教学人员准备的尸体解剖是更高效、更有效的兽医解剖学教学模式。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2024-10-01 Epub Date: 2024-08-17 DOI: 10.3138/jvme-2024-0031

Shawna M Clement, Tyler A Ubben, Dustin T Yates

{"title":"Cadaveric Prosections Prepared by Qualified Instructional Staff Were More Efficient and Effective Teaching Modalities for Veterinary Gross Anatomy than In-Class Dissections by Students.","authors":"Shawna M Clement, Tyler A Ubben, Dustin T Yates","doi":"10.3138/jvme-2024-0031","DOIUrl":"https://doi.org/10.3138/jvme-2024-0031","url":null,"abstract":"Veterinary programs traditionally teach gross anatomy by having students perform regional dissections on animal cadavers. Dissection is effective but also costly, time consuming, and intimidating for students. These factors, along with reduced contact hours devoted to gross anatomy, warrant investigation of more time-efficient teaching modalities. We sought to determine whether learning anatomy from instructor-prosected cadavers is a suitable alternative to in-class cadaveric dissections. Veterinary students completed nine units of regional gross anatomy over three courses. For each unit, students were randomly assigned to study the region on instructor-prosected cadavers (i.e., prosection students, n = 25) or perform their own dissection of the region in small groups (i.e., dissection students, n = 25). Prosection students spent on average 18 minutes/week less (p < .05) in class than dissection students. Despite comparable amounts of time spent studying outside of class each week, prosection students outperformed (p < .05) dissection students on 56% of the practical unit exams and 44% of the overall unit exams, whereas dissection students outperformed (p < .05) prosection students on only a single unit exam. Prosection students also performed better (p < .05) on subsequent quizzes administered to assess knowledge retention. Survey responses indicated that students were more confident in the accuracy of prosections and valued the efficiency they provided. Although they found value in performing dissections and were generally satisfied with the knowledge they gained, many students reported feeling timid toward dissecting, which diminished the experience. Together, these findings demonstrate that expertly prosected cadavers were more time-efficient than in-class cadaveric dissections and were generally more effective for learning gross veterinary anatomy.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":"51 5","pages":"593-609"},"PeriodicalIF":1.1,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142583770","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