Journal of veterinary medical education最新文献

{"title":"Reimagining Veterinary Radiology Education: A Flipped Classroom Triangulated by Teacher and Student Perspectives.","authors":"Sibylle Kneissl, Melissa Hollensteiner, Sophie Felicia Mitlacher, Lukas Wess, Alexander Tichy, Sarah Baillie","doi":"10.3138/jvme-2025-0140","DOIUrl":"10.3138/jvme-2025-0140","url":null,"abstract":"<p><p>The flipped classroom model aims to shift foundational learning to pre-class activities and use class time for higher-order application, but its effectiveness depends on how the approach is locally implemented. This study examined the introduction of a new flipped radiology course for all third-year veterinary students at the University of Veterinary Medicine Vienna during the semester of 2024-2025. The course replaced the 15 traditional on-site teaching units with six structured online modules and two small-group workshops to prepare students for case-based application; it represented the first flipped classroom within a traditionally delivered, multidisciplinary curriculum. To evaluate changes in performance, pre- and post-assessment scores for describing and analyzing radiographs were compared using a paired-samples <i>t</i>-test. To evaluate how the format was experienced during its initial implementation, semi-structured interviews captured teachers' perspectives, and focus groups explored students' perceptions of learning, workload, motivation, and feedback. The mean scores of points were significantly different (<i>p</i> < .001), with the mean pre- to post-test score increasing by 2.9 points, from 6.5 to 9.5 out of 12. Overall, two teachers were against, one was neutral, and two were in favor of the new blended learning format. One teacher was undecided, with a viewpoint being somewhere between neutral and supportive. Eighteen students took part in the focus groups. Students appreciated the variety of digital resources but reported early semester overload, limited feedback, and uncertainty about expectations. Notably, the observed increase in student motivation occurred within the same semester as learners became more familiar with the course structure and received clearer guidance. Although learning progress was measured and the flexible, active approach was valued, both teachers and students struggled with workload, orientation, and inconsistent engagement. Guided by motivation and change management principles, future iterations will streamline processes, reduce forums, add automated feedback, and allocate formal online teaching time.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"489-502"},"PeriodicalIF":1.1,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148352450","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":"From AI to Dante to Washington: Catalyze Speakers Urged Veterinary Schools to Lead.","authors":"","doi":"10.3138/jvme-53-4-Notes","DOIUrl":"https://doi.org/10.3138/jvme-53-4-Notes","url":null,"abstract":"","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":"53 4","pages":"iii-iv"},"PeriodicalIF":1.1,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148760980","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":"Mixed-Mode Learning: Adoption of Cognitive, Social, and Teaching Presence Elements on Clinical Rotations.","authors":"Munashe Chigerwe, Karen A Boudreaux, Jacqueline M Cardwell","doi":"10.3138/jvme-2025-0018","DOIUrl":"10.3138/jvme-2025-0018","url":null,"abstract":"<p><p>This study aimed to evaluate the impact of mixed-mode (hybrid and blended) learning on the inquiry process for veterinary students on clinical rotations. An exploratory sequential mixed methods design combining qualitative (focus group) and quantitative (questionnaire) data gathering was used. Deductive qualitative analysis was performed to evaluate ideas confirming the community of inquiry process as indicated by teaching, social, and cognitive presence. Inductive analysis was performed to evaluate ideas that did not fall under the community of inquiry presence. Likert scores and the proportions of different responses from the questionnaire were summarized. Seven students participated in the focus groups, whereas 60 completed the questionnaire. Thirty-one and 49 faculty members participated in the focus groups and completed the questionnaire, respectively. The components of community inquiry were present in the mixed-mode learning approach for students on clinical rotations. Emergent ideas that did not fit under cognitive, teaching, and social presences but directly or indirectly affected the inquiry process in mixed-mode learning included co-participation by students, flexibility for faculty, faculty well-being, and technical, administrative, and peer faculty support. Barriers to effective mixed-mode design of learning activities include a lack of training of clinical faculty, design misalignment between learning activities and rotation learning outcomes, and assessment of students. Implementing a well-designed institutional continuous education training program for clinical faculty on approaches to mixed-mode learning activities in clinical rotations, followed by an assessment of the training program's access, adoption, and quality, is required.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"549-563"},"PeriodicalIF":1.1,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144275227","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":"What Is Knowledge Exchange for Educators and Students? A Framework Based on Findings from a Literature Search and Veterinary Education Conference Workshop.","authors":"Marnie L Brennan, Sabine Tötemeyer, Virginia E Sherwin, Rebecca N Blanchard, Anna J Heritage, Caelyn M Millar, Ílknur Aktan, Sian Rosser, Paul Pollard, Amanda L Roshier","doi":"10.3138/jvme-2024-0123","DOIUrl":"10.3138/jvme-2024-0123","url":null,"abstract":"<p><p>There has been growing interest in knowledge exchange (KE) activities as a result of recent calls for higher education establishments in the UK to provide more evidence of how they serve society for the benefit of the economy, the public, and the community. KE has been defined as \"a collaborative, creative endeavor that translates knowledge and research into impact in society and the economy,\" where this exchange takes the form of sharing knowledge, experience, ideas, evidence, or expertise. While well established in the context of research, it is less clear what KE activities are in the context of teaching. The aim of this project was to use a collaborative approach to identify types of KE activity relevant for veterinary educators and undergraduate students (pre-veterinary registration) and ways of measuring these activities. Initially, a literature search identified four main overarching categories of interactions that KE activities for veterinary educators and undergraduate students could be assigned to: people-based activities, problem-solving activities, commercialization activities, and community activities. Second, a workshop with members of the wider veterinary education community evaluated these lists of activities and discussed how the impact of these could be measured. The lists generated provide a starting point for understanding how educators and undergraduate students can maximize their impact in relation to KE activities. It is expected that over time these will be built upon to represent the breadth of current and future activities undertaken in the clinical sciences. While the focus is on veterinary education, this framework can be applied to reviewing KE in a range of health care and client-facing disciplines.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"535-548"},"PeriodicalIF":1.1,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144553814","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":"Addressing Five Explanations for the Lack of Racial and Ethnic Diversity in Veterinary Medicine in the United States: Results from a Survey of DVM Students and Early Career Veterinarians.","authors":"Margaret A Stanton, Adryona Miller","doi":"10.3138/jvme-2024-0128","DOIUrl":"10.3138/jvme-2024-0128","url":null,"abstract":"<p><p>According to the United States Bureau of Labor Statistics, veterinary medicine is one of the least racially and ethnically diverse professions in the United States. Drawing from past research in veterinary health, as well as science, technology, engineering, and math (STEM) fields more broadly, we designed and implemented an online survey to address five non-mutually exclusive explanations for the lack of racial/ethnic diversity in veterinary medicine. On the basis of the responses of 2,083 participants to the survey, we found consistent, statistically significant differences in the experiences and perceptions of well-represented compared with underrepresented DVM students and recent graduates. These differences correspond to aspects of each of the five potential explanations for the lack of diversity in veterinary medicine examined in this study, highlighting the complex nature of this issue. Most notably, our results suggest precollege exposure to advanced STEM courses, increased accessibility to paid experiential positions, preprofessional mentorship, and fostering a sense of professional identity are particularly important areas of focus for organizations and institutions interested in targeting barriers to diversity in veterinary medicine.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"522-534"},"PeriodicalIF":1.1,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144234468","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 Veterinary Education and Training Landscape Beyond Graduation: Where Is the Evidence?","authors":"Linda Prescott-Clements, Kent G Hecker, Harold G J Bok, Martin Cake","doi":"10.3138/jvme-2025-0030","DOIUrl":"10.3138/jvme-2025-0030","url":null,"abstract":"<p><p>Veterinarians undergo several years of rigorous education in order to qualify in their chosen profession. As they enter clinical practice, or work within other areas of the profession, they embark upon a career-long journey of learning, whether that be formal or informal education and training, in order to develop themselves professionally and remain up to date. However, the vast majority of published educational literature within the veterinary sector relates to undergraduate programs. Research and scholarship relating to veterinary education and training <i>beyond graduation</i> is extremely sparse in comparison. This is somewhat different to what is seen in other health professions, including medical education, where a significant proportion of the literature focuses on education and training beyond graduation, from early career training and residencies through to continuing education. The advantages of publishing high-quality scholarship and research in any field are well known. Sharing more evidence and best practice in post-graduation education and training will inform international advances in this area. Although the specific educational challenges facing the profession at different career stages are distinct, evidence-informed approaches to educational interventions-whether that be supporting graduates' transition into the workplace, specialty training, or continuing education-have the potential to have a positive impact on many levels, from improved patient outcomes and client satisfaction to enhancing veterinarians' job satisfaction and retention in the workplace. This article discusses the gaps in evidence in veterinary education and training <i>beyond graduation</i>, identifying some of the current challenges that could be addressed through a greater focus in this area, and their importance. In relation to graduate transition into the workplace, further work is needed to understand the optimal design and effectiveness of support programs, including coaching and mentoring for graduates. For formal post-graduate education leading to a more advanced level of practice, there is a need to better understand which approaches to teaching and assessment promote high-quality, consistent learning experiences and outcomes. Further evidence regarding how continuing education is identified and undertaken by learners, and the corresponding impact on practice, would be valuable, and a greater understanding into feasible yet robust licensure assessments and mechanisms for revalidation are needed.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"445-453"},"PeriodicalIF":1.1,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144275228","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":"Impact of Adaptive Case-Based Learning on Clinical Reasoning Confidence in Pre-Clinical Veterinary Students.","authors":"Nicola L Ritter, Johanna C Heseltine","doi":"10.3138/jvme-2025-0052","DOIUrl":"10.3138/jvme-2025-0052","url":null,"abstract":"<p><p>Pre-clinical veterinary students enter training with varying levels of baseline knowledge and clinical reasoning skills, creating challenges for applying concepts in real-world scenarios. Traditional lecture-based instruction may not sufficiently address these disparities or build student confidence in clinical reasoning. To address this problem, this study investigated whether integrating online adaptive case studies into a third-year small animal medicine course could enhance students' learning outcomes and confidence in clinical reasoning. Students were divided into two groups: a control group that received only instructor-led lectures, and a treatment group that received lectures plus adaptive online case studies on chronic kidney disease. The adaptive case studies, delivered via StepStone software, provided individualized learning paths and immediate feedback, allowing students to progress through increasingly complex cases based on performance. Outcomes were measured using exam scores on related multiple-choice questions and a validated pre- and post-intervention survey of students' confidence in clinical reasoning. The results showed no statistically significant difference in exam scores between groups; however, students who completed the adaptive case studies reported a significant increase in confidence. Qualitative feedback from the university-mandated end-of-course survey highlighted the value of immediate feedback and clinically relevant application, although students noted technical and design challenges. These findings suggest that adaptive case studies can address disparities in student preparedness by enhancing engagement and confidence in clinical reasoning, serving as a valuable complement to traditional instruction.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"472-477"},"PeriodicalIF":1.1,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147973404","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":"Reflections of Novice Veterinary Clinical Educators on Feedback Training: Insights from a UK Training Program.","authors":"Paul Pollard, Dona Wilani Dynatra Subasinghe","doi":"10.3138/jvme-2025-0022","DOIUrl":"10.3138/jvme-2025-0022","url":null,"abstract":"<p><p>Within veterinary education, there is an increasing shift toward a distributed teaching model, requiring clinicians to assume roles as novice educators. To support their development, the University of Surrey pioneered a training program focused on promoting educational theory and feedback delivery skills. This study investigates the reflections of 79 novice clinical educators on their experiences with structured feedback training, analyzed using inductive thematic analysis. Five key themes emerged: adopting a structured feedback approach, fostering self-assessment and reflection, providing specific and constructive feedback, creating a supportive learning environment, and overcoming challenges in delivering negative feedback. Findings revealed that 99% (<i>n</i> = 79) of educators recognised the importance of structured feedback, advocating for established models to guide delivery. Additionally, 87% (<i>n</i> = 69) highlighted the value of self-reflection, viewing feedback as a two-way dialogue. Specific and constructive feedback was deemed critical by 76% (<i>n</i> = 60), emphasizing the balance between positive reinforcement and areas for improvement. Creating a supportive learning environment was seen as essential by 66% (<i>n</i> = 52) of educators, while 37% (<i>n</i> = 29) acknowledged challenges in delivering negative feedback due to concerns about student demotivation. Training helped reframe negative feedback as a growth opportunity, promoting actionable and constructive guidance. The study suggests redefining \"feedback sessions\" as \"reflective teaching sessions\" to better capture the interactive and developmental nature of the process. These findings underscore the necessity of structured training for novice clinical educators, advocating for clear frameworks, reflective dialogue, and a reframed approach to feedback delivery to enhance student learning.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"503-512"},"PeriodicalIF":1.1,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144216263","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":"Impact of Mandatory Maximum Readability Scores in Client Discharge Instructions on Postoperative Sterilization Complications.","authors":"Faith M Cournoyer, Kerry Rolph, Christopher M Biancaniello, Andrea Peda, Leah Davis, Sarah M Cavanaugh, Priti S Karnik, Allison MacDonald, Michaela S Witcher, Ryan P Cavanaugh","doi":"10.3138/jvme-2025-0177","DOIUrl":"https://doi.org/10.3138/jvme-2025-0177","url":null,"abstract":"<p><p>Readability, or the ability to comprehend written text, may directly influence client understanding and adherence to post-operative (PO) care instructions. Previous work at Ross University School of Veterinary Medicine demonstrated that higher reading grade levels in discharge instructions were associated with increased PO complication rates in dogs undergoing elective sterilization. Subsequently, a readability maximum was implemented, requiring all third-year veterinary students to create discharge instructions with a Flesch-Kincaid Grade Level (FKGL) of 6 or below. This study evaluated the impact of this intervention on PO complication rates within the student-run community spay/neuter program. Readability scores and PO outcomes were analyzed in 175 cases (114 dogs, 61 cats). Mean FKGL was 5.45 ± 0.89, and mean Flesch Reading Ease score was 75.57 ± 6.53, indicating materials were written at or below the recommended Grade 6 literacy level. The overall complication rate was 34.3%, but there was no association observed between complication occurrence and readability scores (<i>p</i> > .05).</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20250177"},"PeriodicalIF":1.1,"publicationDate":"2026-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148620747","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":"Use of Kahoot!^® in Small-Group Teaching Sessions in Clinical Veterinary Oncology-Student Perceptions and Impact on Learning.","authors":"R Trey Callahan, Karen A Boudreaux, Munashe Chigerwe, Sami Al-Nadaf, Robert B Rebhun, Katherine A Skorupski, Amandine T Lejeune","doi":"10.3138/jvme-2025-0060","DOIUrl":"https://doi.org/10.3138/jvme-2025-0060","url":null,"abstract":"<p><p>There is an ever-growing need to maintain student engagement and optimize knowledge retention in higher education. To address this need, the use of digital game-based learning (DGBL) provides opportunities for instruction and assessments of students. The objectives of this study were to evaluate whether using a popular gamification model (Kahoot!) would positively affect students' learning in veterinary medical oncology during a small-group teaching session and to explore students' perceptions of this technology. A prospective, quantitatively driven study with a supplementary qualitative descriptive analysis of perceptions was performed. In this study, 145 fourth-year veterinary students were enrolled. Quantitative and qualitative data were collected to examine students' performances and perceptions within the DGBL environment. No significant differences were found in short-term or long-term retention for students who received DGBL tools compared with traditional quiz methods. Content retention decreased over time in both groups, regardless of the intervention received. However, DGBL was easy to use and perceived positively by students. No significant effect was found associated with the DGBL tool, however, this technology can diversify educational delivery and promote engagement. Future research could include investigating the impact of other factors, such as the time of year, rotation schedule, or clinical emphasis on student engagement and content retention.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20250060"},"PeriodicalIF":1.1,"publicationDate":"2026-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148592404","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}