Journal of veterinary medical education最新文献

{"title":"Teaching and Assessment of Clinical Reasoning Skills in a Case-Based Veterinary Cardiology Elective.","authors":"Corynn D Klehm, Aliye Karabulut-Ilgu, Melissa A Tropf","doi":"10.3138/jvme-2024-0017","DOIUrl":"https://doi.org/10.3138/jvme-2024-0017","url":null,"abstract":"<p><p>Clinical reasoning (CR) is an important clinical competency for effective veterinary practice. We hypothesized that implementing an explicit 7-week CR curriculum taught in a large-enrollment elective veterinary cardiology course would improve students' awareness of clinical reasoning principles, self-efficacy of CR skills, and application of CR principles in clinical case analyses. A secondary aim was to assess the impact of peer review as a means of providing feedback in a large classroom setting. A mixed method approach was used with veterinary students (<i>N</i> = 78) in a cardiology elective course meeting twice weekly for a half-semester (7 weeks). Course content included a 1-week introduction to CR led by the instructor and 6 weeks of instructor-facilitated, case-based learning. Quantitative and qualitative data were collected, including pre- and post-course surveys, weekly peer reviews for six clinical case assignments, and instructor-graded clinical cases for three case assignments. Students reported improved self-efficacy across all CR skill categories (<i>p</i> < .001) and significant improvement in applied CR skills was demonstrated in both peer- (<i>p</i> < .001) and instructor-graded assignments (<i>p</i> < .001). Peer reviews provided a means for students to reflect on and internalize CR skills, which may play a role in improved self-efficacy. In an elective cardiology course, implementing an explicit CR curriculum resulted in improved student awareness and self-efficacy of CR, as well as improved applied CR skills.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20240017"},"PeriodicalIF":1.1,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142590595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"农林科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"BRUSH Summer Research Program: Promoting Science Identity in Underrepresented Veterinary and Undergraduate Students.","authors":"Susan L Ewart, Benjamin E Maves, Omolade Latona, Lindsey Young, Vashti Sawtelle, Stephanie W Watts, Vilma Yuzbasiyan-Gurkan","doi":"10.3138/jvme-2024-0045","DOIUrl":"10.3138/jvme-2024-0045","url":null,"abstract":"<p><p>While all facets of the health care workforce need to diversify, the veterinary profession lags behind in training students from underrepresented populations. The need to increase diversity among health care professionals is not limited to clinicians but extends to those generating new information through biomedical research. To address demographic disparities within the biomedical research community, we provide a summer research program for veterinary and undergraduate students from populations historically underrepresented in the biomedical workforce that is explicitly designed to foster science identity and subsequently increase participants' interest and success in pursuing biomedical research-related educational and career paths. We hypothesized that participation in this program would enhance science identity, confidence, and pursuit of research-related education and subsequent careers. Three validated survey instruments containing qualitative ordered rating scales were administered to program participants (<i>N</i> = 57) over the course of the summer in which they participated (2018-2022). Questions asked at two time points were analyzed with a repeated-measures linear mixed-effects model. Significant growth was reported in most topics surveyed over time. Many queries within gains, confidence, and science identity modules displayed significant increases over time or scored high in surveys at both time points. In addition, post-graduate educational and career outcomes were obtained for alumni (<i>N</i> = 130) of program years 2011-2023; their post-graduate enrollment rates (78%) markedly exceeded national norms. This multidimensional experiential research program, which holistically fosters professional networking and student confidence in research-related endeavors, provides quantifiable growth in research skills and science identity. These gains support students' persistence in research and biomedical-related educational and career paths.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20240045"},"PeriodicalIF":1.1,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11848847/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142591112","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"农林科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Attitudes, Experience, and Self-Confidence of Veterinary and Veterinary Nursing Students in Small Animal Dentistry: A Survey Study.","authors":"Mikkel Abildgaard, Maja Kron, Tilda Carlund, Karolina Brunius Enlund","doi":"10.3138/jvme-2023-0183","DOIUrl":"https://doi.org/10.3138/jvme-2023-0183","url":null,"abstract":"<p><p>Dental issues are extremely common in dogs and cats, underscoring the importance of veterinary professionals' knowledge in dentistry. Nevertheless, dental problems are currently often underdiagnosed and, consequently, undertreated. This study investigated the attitudes, experiences, and self-confidence of veterinary (V) and veterinary nursing (VN) students in their final two years of study in small animal dentistry. An online questionnaire was distributed, and responses were received from 61% of V students (<i>n</i> = 94) and 41% of VN students (<i>n</i> = 72). The majority of both V students (61%) and VN students (69%) expressed a desire for more education in small animal dentistry. Furthermore, a minority of V students (20%) and VN students (22%) felt adequately prepared for their first day in practice after graduation. Less than half of the students (V 44% and VN 38%) had participated in a practical dental procedure outside training sessions. Self-confidence in small animal dentistry procedures was rated on a 0-10 scale. V students exhibited the highest confidence in teeth polishing (6.1) and removing tartar with ultrasonic scalers (6.0), while VN students were most confident in recognizing common oral/dental problems (6.0) and discussing dental issues with pet owners (5.3). Extra practical training significantly increased confidence in several dental procedures (<i>p</i> < .005). Despite positive attitudes, a notable proportion of V and VN students feel unprepared for their first day in practice, potentially stemming from insufficient training. Addressing these gaps through clear guidelines for Day One Competence and enhanced practical training is crucial, ultimately benefiting the well-being of small animals.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20230183"},"PeriodicalIF":1.1,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142591108","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 Student Survey on Patient Safety Culture (VSSPSC): A Quantitative and Qualitative Exploration of American Veterinary Students' Perceptions of Patient Safety Culture.","authors":"Lydia Love, Trevor Patten, Erik H Hofmeister, Regina M Schoenfeld-Tacher, Anne C McLaughlin","doi":"10.3138/jvme-2024-0038","DOIUrl":"https://doi.org/10.3138/jvme-2024-0038","url":null,"abstract":"<p><p>Patient safety culture (PSC) is a multidimensional construct that reflects the way healthcare organizations promote safe patient care. Veterinary students are explicitly and implicitly indoctrinated into organizational cultures and will carry these attitudes and behaviors into their future work. In this study, we evaluated the psychometric properties of a PSC survey among veterinary students in the United States and investigated their attitudes toward PSC. Exploratory factor analysis identified factors that explained portions of the variance in responses. Importantly, the measures derived from those factors predicted the likelihood of a student mentioning a negative experience/opinion regarding error reporting. Most students reported receiving explicit training in communication, but coursework in other areas, such as human factors and safety culture, was uncommon. Veterinary students generally reported high levels of agreement with the tenets of patient safety science, though some items demonstrated wide variation in responses, underscoring the need for more uniform incorporation of education in veterinary PSC.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20240038"},"PeriodicalIF":1.1,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142590623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"农林科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development and Evaluation of a Surgical Simulator and Assessment Rubric for Standing Castration of the Horse.","authors":"Helen R Braid","doi":"10.3138/jvme-2023-0131","DOIUrl":"https://doi.org/10.3138/jvme-2023-0131","url":null,"abstract":"<p><p>In veterinary education, simulators are models or devices that can imitate a real patient or scenario and allow students to practice skills without the need for live patients. Castration is a common surgical procedure in all species, and the standing, open technique is frequently performed in horses. Although a simulator has been developed for equine closed castration, a simulator for standing castration in the horse has not yet been described. This two-part study focused on the design, creation, and evaluation of a simulator for teaching standing castration in the horse. A low-technology simulator was created using molded silicone testicles, cohesive bandage, stockings, and socks. A rubric was created for assessing performance using the simulator. Participants were recruited from three groups: university academic staff members (<i>n</i> = 12, majority equine veterinarians), equine veterinarians working in private practice (<i>n</i> = 9), and final-year veterinary students (<i>n</i> = 28). Each group tested the simulator while being graded using the developed rubric, and participants completed an anonymous online feedback questionnaire. Feedback was positive overall, with 98% of respondents (<i>n</i> = 48/49) stating that the model would be a useful addition to the veterinary curriculum. Furthermore, 100% of students reported that using the simulator increased their confidence in performing standing castration in horses. Evaluation of the model included assessment of responses from veterinarians and students regarding realism and usefulness of the simulator, comparison of rubric scores between veterinarians and students, and assessment of the reliability of the rubric. Median student rubric score was significantly lower than qualified veterinarians (<i>p</i> < .001), and Cronbach's alpha demonstrated that there was adequate internal reliability in rubric scoring (α = .85). It was determined that the simulator is effective for teaching the steps of the surgical procedure and for increasing student confidence.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20230131"},"PeriodicalIF":1.1,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142591176","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":"A Need for Targeted Teaching of Shared Decision-Making as Identified from an Assessment of Client-Centered Communication Skills Training with Companion Animal Veterinarians.","authors":"Natasha Janke, Jane R Shaw, Jason B Coe","doi":"10.3138/jvme-2024-0016","DOIUrl":"https://doi.org/10.3138/jvme-2024-0016","url":null,"abstract":"<p><p>Shared decision-making has been increasingly discussed as a communication practice within veterinary medicine, and it is gaining more traction for diagnostic and treatment planning conversations and specifically offering a spectrum of care. This teaching tip describes the data from an investigation of veterinarians' shared decision-making in a pre-test/post-test communication skills training intervention that used a client-centered, skills-based communication approach. Practice teams from a purposive sample of four companion animal veterinary clinics in Texas participated in a 15-month communication skills intervention, including interactive group workshops and one-on-one communication coaching. To assess the outcome of the intervention, for nine participating veterinarians, appointments recorded pre- (<i>n </i>=<i> </i>85) and post-intervention (<i>n </i>=<i> </i> 85) were analyzed using the Observer OPTION 5 instrument to assess shared decision-making. The intervention effect was evaluated using mixed logistic regression, adjusting for appointment type. The communication intervention did not significantly impact participating veterinarians' demonstration of shared decision-making (pre<i> </i>=<i> </i>25.42, <i>n </i>=<i> </i>55; post<i> </i>=<i> </i>28.03, <i>n </i>=<i> </i>56; <i>p </i>=<i> </i>0.36). Appointment type was significantly associated with veterinarians' OPTION 5 scores (<i>p </i>=<i> </i>.0004) and health problem appointments (OPTION 5<i> </i>=<i> </i>30.07) demonstrated greater shared decision-making than preventive care appointments (OPTION 5<i> </i>=<i> </i>22.81). Findings suggest that client-centered, skills-based training traditionally used in veterinary curricula and continuing education may not foster the use of shared decision-making, which is a higher-order communication approach that may require a dedicated process-oriented training. This teaching tip highlights the need for a targeted stepwise approach to teach shared decision-making.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20240016"},"PeriodicalIF":1.1,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142591105","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 Remote Surgical Hands-on Training in Veterinary Education Using a Hololens Mixed Reality Head-Mounted Display.","authors":"Naoki Sasaki, Sanchan Lee","doi":"10.3138/jvme-2023-0115","DOIUrl":"https://doi.org/10.3138/jvme-2023-0115","url":null,"abstract":"<p><p>Conferencing system-assisted online classes have been conducted worldwide since the COVID-19 pandemic, and the use of three-dimensional glasses may improve pre-clinical veterinary education. However, students' satisfaction with this technique rather than their ability to perform surgery using these items has not been assessed. This study could potentially assess students' satisfaction with technique/instruction rather than their ability to perform surgery using these items.This study aimed to evaluate the effectiveness of remote online hands-on training in veterinary education using 3D glasses. Sixty students enrolled at the Faculty of Veterinary Medicineat Yamaguchi University voluntarily participated and were randomly divided into a 3D glasses and tablet group, each with 30 students. Each student completed one orthopedic and one ophthalmological task. The orthopedic task was performing surgery on a limb model, whereas the ophthalmological task involved incising a cornea on an eye model. The 3D glasses group participated in the ophthalmology task, then the orthopedic task, at a separate venue from the instructor. The tablet group participated in the same tasks using a tablet. In the student questionnaire, orthopedic screw fixation showed significantly higher levels of satisfaction in the 3D glasses group than in the tablet group, indicating a preference for this method. By contrast, for ophthalmic corneal suturing, the tablet group showed a significantly higher level of satisfaction than the 3D glasses group. Our findings showed that 3D glasses have a high educational value in practical training requiring depth and angle information.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20230115"},"PeriodicalIF":1.1,"publicationDate":"2024-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142589815","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":"Support for Neurodivergent Students in Veterinary Education Part 1: Current Practice and Roundtable Discussion of Recommendations.","authors":"Kirstie J Pickles, Anna R Hollis","doi":"10.3138/jvme-2024-0013","DOIUrl":"https://doi.org/10.3138/jvme-2024-0013","url":null,"abstract":"<p><p>Approximately 10% of undergraduate student populations are neurodivergent. Such students have differences in executive functioning and social communication skills, which can confer both strengths and challenges in the academic environment. Specific challenges presenting in the veterinary curriculum include the intense workload, unpredictable nature of work, and high level of interpersonal and communication skills required in clinical settings. Extramural studies (EMS) occur remote from university support systems, adding further challenge for some students. A survey was sent to all current United Kingdom veterinary schools in 2022 to identify current support for neurodivergent students. An interactive roundtable discussion was held to brainstorm best practice for harnessing the power of neurodiversity in the clinical learning environment. Several consistent themes emerged. Most veterinary schools provide some degree of support for neurodivergent individuals, but support varies widely. Four of the 8 schools provide support at open days and/or following offers, with one school offering a summer school. Five schools confirmed that accommodations were made to clinical rotations and/or extramural studies in line with a support plan from their Disability Service. Despite these steps to assist neurodivergent students, support could, and should, be increased to improve the student experience. Suggested enhancements include a supportive environment for the empowerment of disclosure, neurodiversity awareness training for university staff and placement providers, provision of reasonable adjustment guidelines for EMS providers, clinical/intramural rotation orientation and support, and student access to a neurodiversity mentor/coach.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20240013"},"PeriodicalIF":1.1,"publicationDate":"2024-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142590589","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":"Value of Study Skills Training for Incoming Veterinary Students.","authors":"Margaret V Root Kustritz, Vesna Hampel-Kozar","doi":"10.3138/jvme-2024-0003","DOIUrl":"https://doi.org/10.3138/jvme-2024-0003","url":null,"abstract":"<p><p>Students may struggle as they enter the veterinary curriculum because they have historically been successful academically and so may fail to recognize the necessary changes in study skills required to manage the increased content and rigor of veterinary training. This manuscript describes processes used by one school to help students better understand study strategies and to address students' academic and personal concerns that may impact their achievement.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20240003"},"PeriodicalIF":1.1,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142590798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"农林科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development and Integration of Models for Teaching Ram Breeding Soundness Examinations in Veterinary Education.","authors":"Kate J Flay, Ruby L Y Cheung, Rebecca S V Parkes, Gareth L Fitch, Santiago Alonso Sousa, Jannie Wu, Susanna N Taylor","doi":"10.3138/jvme-2024-0036","DOIUrl":"https://doi.org/10.3138/jvme-2024-0036","url":null,"abstract":"<p><p>Proficiency with ram breeding soundness examinations requires competency with palpation, a skill that can be difficult to teach and assess. There are limited small ruminant clinical skills models available, despite the advantages they offer in veterinary education. We developed reusable models for teaching ram breeding soundness examinations, focusing on scrotal assessment and palpation. Then we integrated these models into a practical session where multiple clinical aspects were included. We created anatomically normal (\"sound\") testes using 3D modeling software before editing these to display common abnormalities (\"unsound\" testes). Then, we 3D printed two-part molds and cast the silicone testes. Testes were inserted into siliconized, lubricated stockings facilitating free movement during palpation. Scrotal sacs were sewn from polar fleece and suspended to mimic natural orientation in a live, standing ram. As well as for scheduled classes, we used the models as a station in our course's Objective Structured Clinical Examination (OSCE) assessment. Our models offer advantages in the veterinary education context. Their relatively low cost and durability facilitates their classification as \"open access\" within our skills lab for student deliberate practice outside scheduled classes. They provide a uniform student learning experience that does not rely on live animals or clinical case load and aligns with best-practice recommendations from accrediting bodies. Student engagement and OSCE outcomes were good, but going forward it would be ideal to collaborate with a program that uses live rams for teaching and assessing this skill to directly examine the impact of our models on confidence and competence.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20240036"},"PeriodicalIF":1.1,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142589233","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}