Journal of veterinary medical education最新文献

{"title":"Personality and Success in a First-Year Veterinary Gross Anatomy Course.","authors":"Melissa Kehl, Sarah Hooper, Sanet H Kotze","doi":"10.3138/jvme-2025-0127","DOIUrl":"https://doi.org/10.3138/jvme-2025-0127","url":null,"abstract":"<p><p>Researchers are increasingly paying attention to non-cognitive ways to determine a student's ability to succeed in graduate studies. This study investigated associations between the Big Five personality domain scores and academic performance in Gross Anatomy I (GA1) at Ross University School of Veterinary Medicine. Within the first 2 weeks of the semester, a researcher-developed survey instrument was used for psychological assessment of the Big Five personality domains. Survey domain scores were compared with students' final GA1 course grades. Conscientiousness was positively associated with final numerical grade, whereas openness was negatively associated with final numerical grade. These findings suggest that personality traits may influence early academic performance in veterinary anatomy and highlight opportunities for targeted academic support. Educators may support student success by emphasizing structured study behaviors, time management, and prioritization of core material early in the course.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20250127"},"PeriodicalIF":1.1,"publicationDate":"2026-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148794855","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 a Structured Post-Assessment Reflection Framework and Its Impact on First-Year Veterinary Student Performance, Perceptions, and Reflective Practices.","authors":"Ariana L Hinckley-Boltax, Rachael Strauss, Jeffrey Wechter, Marnie FitzMaurice","doi":"10.3138/jvme-2025-0136","DOIUrl":"10.3138/jvme-2025-0136","url":null,"abstract":"<p><p>The ability to reflect on experiences is a critical component of successful medical practice, enabling practitioners to navigate complex situations and to utilize experience and feedback to improve performance. In recognition of this, medical educators are increasingly incorporating reflection activities into curricula. However, valid tools to assess reflective quality and objective evidence that reflection improves content learning are both lacking. We developed a post-quiz reflection assignment in an 8-week neuroanatomy course for first-year veterinary students. The goal of the reflection assignment was to maximize the learning impact of quizzes by encouraging students to review and analyze their performance relative to course content and their personal study approaches. We also designed a rubric to assess the reflections that students produced and present validity evidence supporting the use of this rubric. To evaluate the impact of the reflection assignments, we conducted both quantitative and qualitative analyses of student performance in the course, reflective quality, and post-course survey data. The reflection assignments in the Neuroanatomy course offered a structure and incentive for post-quiz reflection. Although reflection scores did not correlate with numeric course performance, most students agreed that the reflections improved their understanding of the course material, helped them improve their approach to studying, and helped them appreciate the importance of reflecting. Students reported that they maintained reflective habits in a subsequent course, and that their reflective habits continued to improve their understanding of course material and approach to studying. However, in the subsequent course, no obvious improvement in reflective process was demonstrated, and few students acknowledged utilizing the reflection template. The results suggest that while structured reflection may improve learning, it is important to provide adequate time, instructional support, feedback, and longitudinal curricular integration to maximize the development of effective reflective practices.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20250136"},"PeriodicalIF":1.1,"publicationDate":"2026-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148761633","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 True Cost of Care: A Team-Based Learning Example.","authors":"Colleen Duncan, Danielle M Frey, Naomi W Nishi, Kristy L Dowers","doi":"10.3138/jvme-2026-0047","DOIUrl":"https://doi.org/10.3138/jvme-2026-0047","url":null,"abstract":"<p><p>Veterinary medicine is increasingly shaped by environmental change, social inequities, and economic pressures that influence animal health, access to care, and professional practice. Preparing graduates to respond to these challenges requires educational strategies that integrate sustainability into clinical reasoning rather than treating it as an isolated topic. The triple bottom line, originally developed within sustainability and business disciplines to evaluate organizational performance across environmental, social, and economic domains, offers a structured approach for examining the true cost of professional decisions. This Teaching Tip describes the development and implementation of a team-based learning module designed to operationalize the true cost framework within a pre-clinical veterinary curriculum. Through preparatory materials, readiness assurance testing, and applied team exercises spanning public health and small animal practice contexts, students engaged in systems-level analysis of trade-offs inherent in veterinary care. Performance on summative assessment and classroom discourse demonstrated integration of sustainability language and reasoning into clinical decision making. The true cost framework is presented as a flexible, longitudinal approach to teaching sustainability that can be embedded across species, practice types, and stages of training.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20260047"},"PeriodicalIF":1.1,"publicationDate":"2026-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148761248","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":"Primary Care Clinical Rotations Are Associated with Shifts in Senior Veterinary Students' Perceptions of Scope, Complexity, and Career Alignment.","authors":"Alison G Meindl, Danielle M Scott, Elizabeth E Alvarez, Paul DeMars, Stacy L Eckman, Sara E Gonzalez, Ilana M Halperin, Michael T Nappier, Elizabeth A Robbins, Janelle R Scott, Nancy D Welborn, Rachael B Wood, Rachael E Kreisler","doi":"10.3138/jvme-2026-0040","DOIUrl":"https://doi.org/10.3138/jvme-2026-0040","url":null,"abstract":"<p><p>The study objective was to evaluate changes in senior veterinary students' perceptions of companion animal primary care and career preferences following a primary care clinical rotation. A multi-institutional survey was administered to veterinary students at 10 US colleges of veterinary medicine before and after a companion animal primary care rotation between January 2024 and July 2025. Survey items were organized into six conceptually defined perception groupings. Changes in perception scores and agreement with a career goal were analyzed using linear mixed-effects models with random intercepts for student and school. Career preferences were assessed using ordinal rankings of eight career paths, and free-text responses were analyzed using structured, AI-assisted inductive thematic analysis. A total of 442 students completed the pre-rotation survey, and 83 had a paired post-rotation survey. Post-rotation, modest but statistically significant increases were observed in perceptions of clinical complexity and intellectual engagement (β = 0.13, 95% CI 0.01-0.26) and scope and holistic practice (β = 0.09, 95% CI 0.00-0.18). Agreement that companion animal primary care was a career goal also increased (β = 0.21, 95% CI 0.07-0.36). School-level clustering accounted for little variance, while student-level clustering was substantial. Companion animal practice was the only career path for which the median rank improved. Free-text responses reflected greater appreciation of the breadth, complexity, and intellectual demands of primary care following the rotation. Overall, primary care rotations were associated with small but consistent shifts toward more informed and favorable perceptions of companion animal primary care.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20260040"},"PeriodicalIF":1.1,"publicationDate":"2026-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148706730","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":"Canine Pelvic Limb Model is Valid for Teaching Veterinary Students to Assess Cranial Cruciate Ligament Stability.","authors":"Robert S Gilley, Morgan Vukicevich, Amanda Blowers, Mary McCarthy, Danielle Brock, Emma Conway, Julie A Hunt","doi":"10.3138/jvme-2025-0154","DOIUrl":"https://doi.org/10.3138/jvme-2025-0154","url":null,"abstract":"<p><p>Cranial cruciate ligament (CCL) rupture is the most common canine orthopedic condition and can be diagnosed by eliciting a cranial drawer sign upon examination. However, teaching students to identify this finding is dependent upon caseload and can cause discomfort to a patient. Simulation offers a benign, perpetually available method of teaching students to evaluate stifle stability. This study sought to create and validate a canine stifle model using a validation framework consisting of content evidence and evidence of a relationship with other variables (level of training). The stifle model used a skeleton of anatomically accurate, articulated bones with foam representing soft tissues and silicone skin. A mechanism adjusted cranial drawer from present to absent. Veterinarians (<i>N</i> = 22) evaluated the model's features, providing content evidence. Veterinarians, along with 56 veterinary students, palpated two models: one with a stable CCL and one with a ruptured CCL. Ninety-five percent of veterinarians agreed/strongly agreed that the model had adequate landmarks; only 5% disagreed that the model was appropriately realistic. All veterinarians responded that the model was suitable to teach and assess the skill. Students were similarly positive in their responses. Veterinarians were more accurate at diagnosing CCL stability (22/22 veterinarians vs. 44/56 or 79% students; <i>p</i> < .05) and rupture (20/22 or 91% veterinarians vs. 39/56 or 70% students; <i>p</i> < .05). Veterinarians' survey responses (content evidence) and ability to detect CCL stability and rupture more accurately than students (evidence of a relationship with other variables) support validation based on this study's framework.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20250154"},"PeriodicalIF":1.1,"publicationDate":"2026-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148706492","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":"Expert Perspectives on Professional Standards Education for Veterinary Nurses: A Four-Round Fully Qualitative Delphi Technique.","authors":"Sally J Bowden","doi":"10.3138/jvme-2025-0170","DOIUrl":"https://doi.org/10.3138/jvme-2025-0170","url":null,"abstract":"<p><p>Veterinary nurses in the United Kingdom, alongside other stakeholders, have long sought recognition as professionals in their own right. A key element of this professionalism is the existence of a formal register, held by the Royal College of Veterinary Surgeons (RCVS). UK preregistration programs must include professional standards education to meet RCVS accreditation requirements. However, the extent to which students are effectively prepared to use the RCVS Code of Conduct and uphold professional behaviors remains uncertain. This study explored perceptions of educators and service users regarding how well student veterinary nurses are prepared for professional practice, using a four‑round qualitative Delphi method. Fifteen expert participants contributed to the initial interview round. Coding produced three overarching themes: (a) personal and professional identity, (b) teaching and learning experiences, and (c) the culture within clinical and educational environments. Ultimately, 24 statements were endorsed by the expert panel. Key areas included role modeling, educator enthusiasm, and coordination between educational and clinical settings. Positive role modeling was viewed as essential and generally well delivered. However, integration across training environments-particularly the embedding of professional standards and the RCVS Code of Conduct into clinical practice-was widely considered inadequate. Clinical supervisors were expected to possess strong working knowledge of the Code, supported by explicit discussion and feedback to students. Yet many supervisors lacked support, time allocation, or remuneration, with some feeling pressured into the role. Professional standards teaching was thought to rely on passionate, engaging educators, with clear links made between the Code and real practice. Concerningly, several comments highlighted unprofessional behavior by senior staff, including inappropriate task delegation. Additionally, although safe reporting mechanisms were deemed important, many students felt unable to raise concerns. Findings can guide future research and inform curriculum design. The final Delphi statements offer practical recommendations for academic and clinical educators.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20250170"},"PeriodicalIF":1.1,"publicationDate":"2026-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148700866","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":"Using Distance Education to Teach the AAVMC's Spectrum of Care Subcompetencies: Positive Changes in Self-Efficacy as Self-Reported by Students Enrolled from Multiple Colleges of Veterinary Medicine in the United States.","authors":"Kristin Jankowski, J Claire Schuch, Kaitlyn V Andres, Julie K Levy, Terry G Spencer","doi":"10.3138/jvme-2025-0143","DOIUrl":"10.3138/jvme-2025-0143","url":null,"abstract":"<p><p>In 2025, the American Association of Veterinary Medical Colleges Spectrum of Care Initiative Task Force added spectrum of care (SOC) subcompetencies to their Competency-Based Veterinary Education (CBVE^®) learning outcomes expected to be achieved by all graduates. This study analyzed the self-reported changes in confidence and self-efficacy of professional veterinary students before and after they completed interactive online coursework aligned with the AAVMCs' SOC subcompetencies related to companion animals. Course content was created using universal design for learning (UDL) principles and offered free of charge to colleges of veterinary medicine (CVMs) accredited by the AVMA Council on Education^®. Each college determined where, when, and how to insert it into their curriculum. Google Forms was used to collect voluntarily shared data from veterinary students who enrolled from multiple CVMs in the United States. Analysis of de-identified paired pre- and post-course responses from 121 veterinary students showed statistically significant gains for 25 of 26 survey questions that were mapped to the SOC subcompetencies and learning outcomes for companion animals. This study demonstrates that distance education (DE) can be an effective tool for delivering didactic content consistently within the professional veterinary curriculum across multiple CVMs, freeing time for more direct student-to-instructor interaction during clinical rotations where students can apply their SOC skill set. The findings suggest the educational value of including targeted online coursework within the professional veterinary curriculum to teach SOC subcompetencies while meeting accreditation standards of the American Veterinary Medical Association (AVMA) Council on Education^® regarding DE.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"478-488"},"PeriodicalIF":1.1,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148143579","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":"Fostering Critical Thinking Through Debate in Veterinary Education: A Large Classroom Perspective.","authors":"Amy Nichelason","doi":"10.3138/jvme-2025-0035","DOIUrl":"10.3138/jvme-2025-0035","url":null,"abstract":"<p><p>As Doctor of Veterinary Medicine (DVM) class sizes continue to increase in the United States, there are concerns about maintaining student engagement and fostering higher-order cognitive skills within large classroom settings. Traditional didactic approaches in these environments may hinder student motivation and critical reasoning, skills essential for Day One-ready veterinarians. Although active learning strategies are recognized for enhancing student engagement and critical thinking, they are often perceived as difficult to implement in large classrooms due to logistical and instructional challenges. This article describes the implementation of a lecture hall-based debate session in a large pre-clinical veterinary classroom as an active learning strategy. Findings showed high student engagement, with nearly all participants actively involved. Students reported that the debate format facilitated recall of presession materials and improved learning, and encouraged them to seek additional resources, reinforcing integration of knowledge. Qualitative feedback highlighted the debate's role in developing individualized decision making and critical appraisal skills relevant to veterinary practice. This article supports the feasibility and effectiveness of debates as an active learning strategy in large classroom settings within the pre-clinical veterinary curriculum.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"454-459"},"PeriodicalIF":1.1,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144275226","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":"\"Wow, I Get It Now\": Early Career Veterinarians' Perspectives on Their Educational Experiences and Perceived Impacts on Well-Being.","authors":"Emily Morabito, Andria Jones, Tipsarp Kittisiam, Carina Orendain Pelka, Martin Cake, Adam Stacey, Caroline Ritter","doi":"10.3138/jvme-2025-0050","DOIUrl":"10.3138/jvme-2025-0050","url":null,"abstract":"<p><p>The transition from veterinary school to clinical practice is a critical and challenging phase that is marked by managing client expectations, ethical dilemmas, financial constraints, and time pressures-factors that can negatively affect well-being. Given these challenges, understanding early career veterinarians' perspectives on their education and preparedness for clinical practice can help identify strengths and gaps in training. Therefore, the objective of this study was to explore the experiences and perceived gaps in pre-practice life and veterinary education that were described as affecting the mental well-being of early career veterinarians as they transitioned into clinical practice. This qualitative study employed a hermeneutical phenomenological methodology to examine the lived experiences of 21 early career veterinarians who graduated from Canadian veterinary colleges. Semi-structured interviews were analyzed using template analysis and revealed four key themes: the erosion of self-confidence, the importance of communication skills, challenges related to perfectionism and standard of care, and insufficient mental health support for the transition period. The findings highlight both strengths and gaps in veterinary training, which can inform the development of more effective educational strategies and support systems to improve the transition into clinical practice.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"460-471"},"PeriodicalIF":1.1,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146052690","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":"Awareness of Veterinary Social Work in Veterinary Professionals.","authors":"Alison Sutton-Ryan, Aviva Vincent","doi":"10.3138/jvme-2025-0015","DOIUrl":"10.3138/jvme-2025-0015","url":null,"abstract":"<p><p>Although the specialty field of veterinary social work (VSW) is becoming more prominent within social work education and training programs, there is a lack of awareness of what a VSW professional can do when embedded within the veterinary medicine profession. Social workers often interact with individuals who have companion animals and with veterinary medicine professionals. However, there is a lack of collaborative care, evident in the empirical research and practice experience, between social work and veterinary medicine. Understanding the veterinary profession's awareness of VSW is essential to the development of interdisciplinary collaborations. VSW is a specialized practice of social work that includes four explicit components: (a) grief and loss of pets; (b) compassion fatigue and well-being of veterinarian professionals; (c) animal-assisted interventions; and (d) the link between animal abuse and interpersonal violence. A researcher-created survey was distributed to veterinary practice affiliates connected with a college of veterinary medicine (<i>N</i> = 100). The aims of this anonymous Qualtrics survey were to: (a) explore veterinary professionals' understanding of the concepts of VSW; (b) identify which resources, needs, and support veterinary medicine professionals need for the four components of VSW; and (c) determine if veterinary professionals desire a social worker in their settings to collaborate. The results demonstrated a lack of awareness of concepts by veterinary professionals of VSW. Respondents also expressed a desire for increased social work presence in their veterinary practice. This study highlights the importance of incorporating VSW into veterinary medical training to increase interprofessional collaborations and interventions.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"513-521"},"PeriodicalIF":1.1,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144234469","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}