Journal of veterinary medical education最新文献_第8页

Use of Reasonable Adjustments to Improve Accessibility in Veterinary OSCEs. 使用合理的调整来改善兽医oses的可及性。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2026-06-29 DOI: 10.3138/jvme-2025-0109

Jude Bradbury, Valerie De Boer, Emily J Hall, Lissann Wolfe, Nicki Coombes, Alison Simpson, Lisa Greenhill, Sarah Baillie

{"title":"Use of Reasonable Adjustments to Improve Accessibility in Veterinary OSCEs.","authors":"Jude Bradbury, Valerie De Boer, Emily J Hall, Lissann Wolfe, Nicki Coombes, Alison Simpson, Lisa Greenhill, Sarah Baillie","doi":"10.3138/jvme-2025-0109","DOIUrl":"https://doi.org/10.3138/jvme-2025-0109","url":null,"abstract":"Objective structured clinical examinations (OSCEs) provide a robust assessment of veterinary clinical skills competency and are often used for high-stakes examinations. For students with disabilities, OSCEs can pose challenges that may impact their ability to demonstrate their competency compared with non-disabled peers, resulting in attainment gaps. Reasonable adjustments (RAs) aim to address this problem by providing supportive interventions that allow disabled students to demonstrate their full potential in the exam, creating an equitable assessment. When providing RAs, institutions can tailor these to the individual student using a \"medical model approach\" or design their OSCEs to be equally accessible for disabled and non-disabled students using a \"universal design approach.\" This article explores challenges and potential solutions to implementing RAs including additional time in OSCEs, using current evidence for both of these approaches while considering students with varied physical, sensory, processing, and anxiety needs. Due to the diverse needs of these students, current best practice is to use a blend of universal design and medical model RAs to optimize specific needs for individuals while simultaneously supporting all students, including those with undiagnosed or undeclared disabilities. The effectiveness of this approach can be monitored by looking for closure of any attainment gaps, as well as through perceived student experience of fairness in the exam. Clear communication between the institution and students regarding what is being implemented/offered, and why, is key to developing an open dialogue and inclusive culture to support fair and equitable assessment outcomes for all students.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20250109"},"PeriodicalIF":1.1,"publicationDate":"2026-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148352079","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

The Efficacy of eCBL Study Resources Compared to Traditional Study Strategies Used in a UK Veterinary Cohort. 在英国兽医队列中，eCBL研究资源与传统研究策略的疗效比较。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2026-06-29 DOI: 10.3138/jvme-2025-0132

Nicole Cardoza, Alun Williams, Mary-Kate Burke

{"title":"The Efficacy of eCBL Study Resources Compared to Traditional Study Strategies Used in a UK Veterinary Cohort.","authors":"Nicole Cardoza, Alun Williams, Mary-Kate Burke","doi":"10.3138/jvme-2025-0132","DOIUrl":"https://doi.org/10.3138/jvme-2025-0132","url":null,"abstract":"Purpose: Case-based learning (CBL) is a recent development in veterinary education, praised for enhancing clinical decision-making and preparing students for practice. This study explores the impact of supplementary online case-based learning (eCBL) self-assessment resources on student satisfaction, confidence, engagement, exam performance, and short-term knowledge retention. Findings were compared with other common study methods to enhance relevance to current UK veterinary cohorts.Method: Fourth-year veterinary students at the University of Cambridge completed three multiple-choice exams over 3 weeks alongside anesthesia teaching. Students were randomly assigned one of three study methods-eCBL, flashcards, or lecture slide review-for the second and third exams. Exam score improvements were analyzed using the Mann-Whitney U test. Pre- and post-exam questionnaires were thematically analyzed using Clarke and Braun's method to assess student satisfaction and confidence.Results: Students using eCBL reported higher satisfaction and engagement with the curriculum and felt more confident and prepared for exams and clinical placements. While exam score improvements did not significantly differ between groups, students in the eCBL group expressed greater perceived value of their study experience.Conclusions: eCBL resources improve student satisfaction and engagement, especially when aligned with clinical relevance and the \"Day One Competencies\" from the Royal College of Veterinary Surgeons. Students appreciated the self-assessment opportunities and context-rich scenarios offered by eCBL. Although no significant differences in exam performance were observed, eCBL aligns well with existing study practices and may enhance short- term knowledge retention with more sustained use.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20250132"},"PeriodicalIF":1.1,"publicationDate":"2026-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148352093","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

Development and Evaluation of 3D-Printed Canine Blood Collection Simulation Models. 3d打印犬血采集仿真模型的开发与评价。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2026-06-26 DOI: 10.3138/jvme-2025-0162

Rumeysa Bektaş, Okan Ekim

{"title":"Development and Evaluation of 3D-Printed Canine Blood Collection Simulation Models.","authors":"Rumeysa Bektaş, Okan Ekim","doi":"10.3138/jvme-2025-0162","DOIUrl":"https://doi.org/10.3138/jvme-2025-0162","url":null,"abstract":"This study aimed to develop and evaluate a 3D-printed blood collection model (3DBCM) produced from computed tomography images for the clinical skills training of veterinary students. The 3DBCM, designed to simulate blood collection-a common clinical procedure encountered by veterinary students during their clinical practice-is manufactured using a thermoplastic polyurethane filament. To improve anatomical accuracy, latex tubes and fluid circulation systems were integrated to simulate vascular blood flow and venous pressure, followed by the application of a silicone coating to resemble tissue structure. The development process involved computed tomography image segmentation, 3D model reconstruction, design refinement, and printing using fused deposition modeling technology. The 3DBCM was evaluated for anatomical accuracy, durability, and cost-effectiveness. The durability test showed that the model endured approximately 1,280 ± 10 intravenous cannulations before functional failure, and it was restored to full functionality with repairs to the latex tubing and silicone-coated regions. Cost analysis showed that it offered a significant economic advantage compared with commercial models. Feedback collected from veterinary students (n = 220) and instructors (n = 14) indicated that the 3DBCM had a positive effect on students, with students showing an increase in their self-reported confidence for clinical practice after receiving training with 3DBCM (4.47 ± .737). These findings were also confirmed by instructors, who rated the 3DBCM highly for improving subject understanding (4.79 ± .426) and indicated that it should be used in clinical practice courses (4.86 ± .363). In conclusion, it is possible to produce a 3DBCM with high accuracy and low cost, along with high student and instructor satisfaction, for invasive procedures training such as blood collection, within an ethical training approach.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20250162"},"PeriodicalIF":1.1,"publicationDate":"2026-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148339085","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

Comparative Evaluation of a Hologram (3D) and PowerPoint (2D) as Educational Methods for Learning Veterinary Anatomy of the Equine Paranasal Sinuses. 全息图（3D）和PowerPoint （2D）作为学习马鼻窦兽医解剖教学方法的比较评价。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2026-06-19 DOI: 10.3138/jvme-2025-0160

Julie Dickson, Steph MacDonald, Sarah Baillie

{"title":"Comparative Evaluation of a Hologram (3D) and PowerPoint (2D) as Educational Methods for Learning Veterinary Anatomy of the Equine Paranasal Sinuses.","authors":"Julie Dickson, Steph MacDonald, Sarah Baillie","doi":"10.3138/jvme-2025-0160","DOIUrl":"https://doi.org/10.3138/jvme-2025-0160","url":null,"abstract":"3D teaching, including various types of mixed and virtual reality, are increasingly being used in anatomy, including on veterinary programs. In this study we compared the use of 3D mixed reality holographic technology and a 2D PowerPoint teaching resource to investigate the proof of concept of the usability and efficacy of the 3D technology. The anatomical area of the equine sinuses was the subject matter. The study design involved a series of questionnaires and tests delivered before and after the students used the learning resource. First-year veterinary students were randomly allocated to either the 3D or 2D group. Spatial ability and cognitive load were measured before, and cognitive load, task load, a 10-question spot test, and motion sickness (3D group only) were measured after. All students provided feedback via a short survey. The 2D group performed better in the spot test than the 3D group (t16.33 = -3.19, p < .05). No differences were noted for task load (p > .05) nor in the overall cognitive load (3D: V = 31.5, p = .2767, 2D: V = 23.5, p = .706); however, more participants in the 3D group exhibited a reduced cognitive load. Limited motion sickness symptoms were reported by participants in the 3D group. Qualitative findings from the survey demonstrated that the 2D group indicated difficulty in converting from 2D to 3D, and that the 3D group enjoyed the possibility of moving around the hologram. These findings demonstrate that the 3D mixed reality holographic technology had reasonable usability as a teaching resource, but future work is required into the efficacy of such technology for learning.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20250160"},"PeriodicalIF":1.1,"publicationDate":"2026-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148283897","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

The Use of Content Warnings in Veterinary Education; Teaching Staff and Student Perspectives. 内容警示在兽医教育中的应用教师和学生的观点。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2026-06-12 DOI: 10.3138/jvme-2025-0116

Eleanor E Wigham, Rodrigo J Nova

{"title":"The Use of Content Warnings in Veterinary Education; Teaching Staff and Student Perspectives.","authors":"Eleanor E Wigham, Rodrigo J Nova","doi":"10.3138/jvme-2025-0116","DOIUrl":"https://doi.org/10.3138/jvme-2025-0116","url":null,"abstract":"The use of content warnings (CWs) in higher education has been widely studied and debated, particularly regarding their utility and potential effects on censorship, engagement, and anticipatory anxiety. Although several core learning subjects in veterinary education require engagement with potentially distressing topics, little is known about how CWs are used in veterinary educational establishments (VEEs) or the views of veterinary students or teaching staff towards their use. Further understanding in this area may help inform policy and practice on the use of CWs, specifically in VEEs, with the aim of improving the learning environment, especially around certain distressing topics. To address this gap, preliminary data were gathered using two anonymous online surveys. One survey was distributed to teaching staff at a UK VEE, and the other was distributed to students enrolled in years two to five of the veterinary medicine programme at the same VEE. The responses of 32 academic staff and 168 students were analysed. Most students (79.7%) had experienced a CW during the veterinary program, and 40.6% of staff reported using a CW. Topics most likely to be associated with a CW include animal death, animal abuse, and cadaver use. Students expressed a more favourable opinion of CWs than staff, with 70% of students supporting their use compared with 31% of staff. Across both groups, the most common reason given to support CW use was allowing students time to prepare for potentially distressing content, whilst staff raised concerns around academic freedoms and increased risk of avoidance of certain topics.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20250116"},"PeriodicalIF":1.1,"publicationDate":"2026-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148258573","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

Five Tips for More Inclusive Use of Audience Response Systems to Engage Large Groups. 更广泛地使用受众响应系统以吸引大群体的五个技巧。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2026-06-12 DOI: 10.3138/jvme-2025-0181

Jude Bradbury, Avril Senior

{"title":"Five Tips for More Inclusive Use of Audience Response Systems to Engage Large Groups.","authors":"Jude Bradbury, Avril Senior","doi":"10.3138/jvme-2025-0181","DOIUrl":"https://doi.org/10.3138/jvme-2025-0181","url":null,"abstract":"Engaging large groups is a challenge experienced by many educators, especially with diverse student cohorts and increasing class sizes. While many techniques can be used to increase student engagement during lectures, one popular modality embraced by educators has been audience response systems (ARSs), such as Kahoot!© and Mentimeter©. While the options within ARSs have been evaluated for their effect on engagement, their use as formative assessments, and student preferences of their format, few studies specifically consider the technology through an inclusivity lens. This teaching tip presents ways to improve inclusivity when using ARSs through consideration of widening participation demographics. Specific insight is given to how student identity categories (neurodiversity, socioeconomic background, studying in a second language, and academic performance) might impact their ability to access, engage with, and experience ARSs during large group learning. Mitigations to overcome these challenges are presented, and educators are encouraged to reflect on their practice to use this popular technology in an effective, inclusive approach to promote social constructive learning.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20250181"},"PeriodicalIF":1.1,"publicationDate":"2026-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148258585","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

Subjective and Objective Stress Responses of Third-Year Veterinary Students During Deliberate Practice on an Ovariohysterectomy Surgical Simulation Trainer. 兽医三年级学生在卵巢子宫切除手术模拟训练机上刻意练习时的主客观应激反应。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2026-06-12 DOI: 10.3138/jvme-2025-0141

Andrea K Erickson, Dean A Hendrickson, Johnny Altwal, Andrew B West, Jodi Boyd, Maggie Bruner

{"title":"Subjective and Objective Stress Responses of Third-Year Veterinary Students During Deliberate Practice on an Ovariohysterectomy Surgical Simulation Trainer.","authors":"Andrea K Erickson, Dean A Hendrickson, Johnny Altwal, Andrew B West, Jodi Boyd, Maggie Bruner","doi":"10.3138/jvme-2025-0141","DOIUrl":"https://doi.org/10.3138/jvme-2025-0141","url":null,"abstract":"This study evaluated 68 third-year veterinary students' subjective and objective stress level changes at baseline (laboratory orientation session), prior to (pre-task), and following (post-task) a laboratory-simulated ovariohysterectomy (OVH) using a surgical simulation trainer. Using a pre-post experimental design, salivary alpha amylase (sAA) and cortisol (sC) samples were evaluated as markers of the students' physiologic stress response over three time points. NASA task load index (NASA-TLX) scores were correlated to salivary biomarker results. There was no association for change in salivary biomarkers accounting for age, gender, or NASA-TLX scores. However, stress levels did change based on sampling timing compared with performing the simulated OVH. sAA levels were lowest at baseline and increased post-task (p < 0.050). sC levels were highest at baseline and decreased pre-task (p < 0.016) and post-task (p < 0.001). sC levels were highest at baseline (average 77th percentile) and decreased pre-task (average 71st percentile) and post-task (average 52nd percentile). Veterinary students performing a simulated OVH demonstrated high baseline levels of subjective and objective stress. However, sC levels decreased significantly following the simulated OVH, and sAA levels followed a normal circadian rhythm following OVH completion. These findings suggested that students with adequate resources, such as a strong surgical skills foundation, can assess a surgical task as a challenge, which can result in learning. Further evaluation of implementation of surgical simulation trainers and investigation into the role of stress on performance is indicated to support this group of learners.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20250141"},"PeriodicalIF":1.1,"publicationDate":"2026-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148258602","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

Digital Learning Interactions in Veterinary Anatomy Education Enhance Self-Directed Learning and Student Satisfaction. 兽医解剖教育中的数字化学习互动提高了学生的自主学习和满意度。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2026-06-04 DOI: 10.3138/jvme-2025-0178

Saira A K Akhtar, Sarah B Channon, Renato L Previdelli

{"title":"Digital Learning Interactions in Veterinary Anatomy Education Enhance Self-Directed Learning and Student Satisfaction.","authors":"Saira A K Akhtar, Sarah B Channon, Renato L Previdelli","doi":"10.3138/jvme-2025-0178","DOIUrl":"https://doi.org/10.3138/jvme-2025-0178","url":null,"abstract":"With the advancement of digital learning in higher education, veterinary anatomy teaching has increasingly incorporated virtual methods to enhance accessibility and engagement. Despite the proliferation of virtual resources in blended learning environments, there is a notable gap in understanding the impact of these tools on self-directed learning outcomes among veterinary students. In response to the evolving blended learning educational landscape in anatomy education, novel directed learning interactions (DLIs) were developed as online, asynchronous, self-directed learning tools to enrich students' learning experiences in veterinary anatomy. DLIs focused on four challenging areas of gastrointestinal veterinary anatomy and physiology for learners: comparative dentistry, ruminant abdominal anatomy, equine abdominal anatomy, and the physiology of gastric ulcerations. These were created using a virtual learning environment's quiz feature combined with an interactive HTML5 Package plugin. DLIs aimed to enhance learning by assisting students in consolidating knowledge while offering an accessible, interactive, and asynchronous tool for learning anatomy. Participation and performance metrics were quantified from two cohorts. Participants' feedback was qualitatively assessed to explore the ease of use, applicability, and relevance of DLIs in the veterinary anatomy curriculum. Student participation and achievement of learning outcomes were higher in the cohort of graduate accelerated students compared with students in the 5-year BVetMed program. Marks varied across DLI topics, highlighting areas of proficiency and areas for potential improvement. Participants reported that, while lectures and practical sessions were preferred for initial anatomy learning, DLIs were valuable tools for revision and to reinforce understanding of specific anatomical topics.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20250178"},"PeriodicalIF":1.1,"publicationDate":"2026-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148157190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"农林科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Veterinary School Instructor Knowledge of Learning Strategies. 兽医学校讲师学习策略知识。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2026-06-01 Epub Date: 2025-02-24 DOI: 10.3138/jvme-2024-0118

Rebecca M Osborn, Michael J Cruz Penn, Matthew G Rhodes

{"title":"Veterinary School Instructor Knowledge of Learning Strategies.","authors":"Rebecca M Osborn, Michael J Cruz Penn, Matthew G Rhodes","doi":"10.3138/jvme-2024-0118","DOIUrl":"10.3138/jvme-2024-0118","url":null,"abstract":"Over a century of research has documented evidence-based approaches to learning practices that support robust, long-lasting learning. Recent work has queried whether individuals are aware of and implement such best practices in learning, predominantly focusing on self-reports of undergraduate students. Few studies have investigated instructor knowledge of evidence-based learning practices and no prior study has comprehensively surveyed knowledge of evidence-based learning practices among veterinary instructors. In the present study, we surveyed veterinary instructors' (N = 355) knowledge of evidence-based learning practices and also asked them to rate the value of strategies described in six learning scenarios. Instructors endorsed a number of evidence-based learning practices (e.g., spacing, creating diagrams, self-testing) but also endorsed other learning practices and principles with little or no support (e.g., learning styles). Further analyses indicated that the number of evidence-based learning practices endorsed was unrelated to the ranking or acceptance rate of the veterinary program. Results from the evaluation of learning scenarios indicated that instructors favored the evidence-based learning practice in less than half of the scenarios. Thus, instructors endorsed a mix of learning strategies with substantial empirical support and others with far less support. Based on these findings, we propose five priority areas for professional education of veterinary instructors that include strategic development of generative activities, spaced practice, sensitivity to cognitive capacity of learners, and effective self-regulated learning.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"327-337"},"PeriodicalIF":1.1,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143483573","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

Impact of Clinical Skills Laboratory Training and Online Education on Suture Skill Development in Veterinary Students: A Gender-Based Analysis. 临床技能实验室培训和在线教育对兽医学生缝合技能发展的影响：基于性别的分析。

IF 1.1 3区农林科学

Journal of veterinary medical education Pub Date : 2026-06-01 Epub Date: 2025-05-27 DOI: 10.3138/jvme-2024-0095

Caner Bakıcı, Mücahit Ali Büyükarslan, Merve Bakıcı, Barış Batur, Doğukan Özen, Sinan Şahin, İbrahim Alp Sarıtaş

{"title":"Impact of Clinical Skills Laboratory Training and Online Education on Suture Skill Development in Veterinary Students: A Gender-Based Analysis.","authors":"Caner Bakıcı, Mücahit Ali Büyükarslan, Merve Bakıcı, Barış Batur, Doğukan Özen, Sinan Şahin, İbrahim Alp Sarıtaş","doi":"10.3138/jvme-2024-0095","DOIUrl":"10.3138/jvme-2024-0095","url":null,"abstract":"The acquisition of clinical skills is a fundamental component of veterinary education, necessitating effective instructional methods that balance theoretical knowledge and practical application. Although this study primarily aimed to assess the effectiveness of clinical skills laboratory (CSL) training in skill development of first-year veterinary students, an emerging observation was the gender-based differences in skills acquisition and improvement. Given the limited existing research on this aspect, these findings contribute to the understanding of potential gender-related learning variations in surgical training. In this prospective, blinded, randomized clinical trial, 140 first-year veterinary students were tasked with basic suturing exercises. Performance scores demonstrated improvement across all assessed skills, with notable gains in suturing proficiency following CSL training. Students who participated in hands-on practice achieved significantly higher post-test scores compared with those who relied solely on online instruction, reinforcing the effectiveness of practical training. Notably, female students in both groups exhibited a statistically higher increase in performance scores than their male counterparts. These findings underscore the importance of practical, model-based training in CSL for fostering skills acquisition and revealed the impact of gender on skill development. This study contributes to the growing body of evidence supporting the integration of experiential learning into veterinary education and offers insights into optimizing training methods to enhance student outcomes.","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"396-406"},"PeriodicalIF":1.1,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144150882","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