Student perceptions of problem topics/concepts in a traditional veterinary anatomy course

While particular attention is paid to the nature and content of anatomy curricula, little has been published about the actual problem topics/concepts experienced by students of anatomy. This information is relevant to modifying existing courses and methods of teaching. The present study thus sought to identify, by means of a questionnaire administered to students of veterinary anatomy, perceived problem topics, the possible reasons for the problems, as well as student suggestions for solving the problems. A wide range of problem topics was identified by this survey, of which neuroanatomy, neurohistology and organogenesis recurred most frequently. A major reason given for the problems experienced was an inability to conceptualise 3-dimensional structures. Students requested more time, more lectures and appealed for a reduction in detail of textual information. Many of the problems experienced by this group of students are reflected in other studies of veterinary, medical and dental students, which suggests the existence of 'universal' problem topics in the various fields of anatomy. We believe that these universal problem topics exist in many anatomy courses, despite the application of innovative teaching methods and advanced audio-visual technologies. Only by identifying these topics can suitable strategies (within the constraints of the particular curriculum) be devised to resolve them.

Anatomic models and phantoms for diagnostic ultrasound instruction

The preparation and application of anatomic models and phantoms to facilitate learning diagnostic ultrasound is described. Imaging with diagnostic ultrasound requires mastery of many skills, along with knowledge of sound-tissue interactions which contribute to the formation of diagnostic images and artifacts. Understanding the genesis of artifacts encountered during ultrasound scanning can avoid misinterpretation and aid diagnosis. In addition, development of machine related knowledge and skills, including manipulation of the transducer and the selection of correct settings for variables such as gain, power, time-gain compensation, and transducer type, is dependent on an understanding of how these factors affect the image. The normal appearance of an organ relates to both its echogenicity and morphologic characteristics, and confirmation of the nature of an abnormality often requires ultrasound guided biopsy. The use of anatomic models and phantoms in ultrasound instruction allows principles to be demonstrated, knowledge acquired, and biopsy procedures practiced and mastered in a controlled setting. This can minimize live animal use, and enhance the knowledge base and skills of the clinician prior to applying this diagnostic technique to the clinical patient.

The virtual revolution: implications for academe

The global expansion and acceptance of the Internet as been unprecedented. The emergence of the potential for distance learning (DL) has altered the way in which faculty, university administrators, and for-profit corporations view the educational process. In 1998, nearly 80% of public 4-yr institutions offered some DL courses. However, DL courses in agriculture and natural resources represented less than 1% of the total enrollment. Like any technology that ushers in a new era of change, DL has attracted enthusiastic supporters and detractors. Few view DL with neutrality. It is this divergence of opinion that has fueled the debate over the academic value of DL. A valid evaluation of the educational benefits or deficiencies of DL may require additional long-term studies. For some academic traditionalists, DL is viewed as the fusion of education and commerce and borders on the repugnant. Others embrace DL not only because it may provide a source of much needed revenue, but also because it allows for the low-cost delivery of information to a nontraditional pool of students. Well-funded, private, for-profit organizations and universities have developed a number of DL models. Some hybrid DL models exist in which public institutions have created independent for-profit corporations to develop and distribute their web-based courses. The question is not if DL will be a part of the educational landscape; it surely will. The challenge is to define the role DL can most effectively fulfill.

Teaching dairy herd health dynamics using a web-based program

INTRODUCTION

This course teaches veterinary students basic principles of epidemiology. Dynamic relationships of dairy herd performance parameters are demonstrated.

METHODOLOGY

Courseware combines lectures (both in-class and Web-based) and problem-based exercises using two computer simulation models. The format of this eight-week, one-credit course is a lecture followed by exercises in a computer laboratory working with simulation models. Currently, Cornell University and nine test sites use the courseware.

CURRENT STATUS

The course has been taught for two years, with students and experts providing evaluations and critical feedback for courseware modification.

Impact of a computer-based auto-tutorial program on parasitology test scores of four consecutive classes of veterinary medical students

A "Hard and Soft Tick" auto-tutorial that integrates basic knowledge of the parasite biology with practical aspects of tick identification, clinical presentation, pathology, disease transmission, treatment, and control was developed at the University of Wisconsin-Madison School of Veterinary Medicine. The purpose of this study was to assess impact of the auto-tutorial on parasitology test scores in four classes (1999, 2000, 2001, and 2002) of veterinary students. The analysis revealed a small but significant increase (p = 0.054) in mean percentage examination scores for students who used the tutorial over those who did not.

The role of lectures in veterinary education

OBJECTIVE

To study the role of lectures from the perspective of staff and students involved in the veterinary course at The University of Queensland.

METHODS

The Nominal Group Technique of Delbecq et al, which provides the maximum opportunity for group members to put forward points, was used to help develop a questionnaire which was completed by 351 students (a response rate of 84%) and 35 staff (76%) from the five years of the veterinary course, and was analysed using the SAS System for Windows.

RESULTS

Almost all the staff and students agreed that lectures should fulfil many roles including stimulating and motivating students and encouraging them to think, as well as presenting ideas and concepts and an indication of the structure and relevance of the material. They should provide a guide for effective deep learning, but not encourage rote (or superficial) learning. A smaller percentage of staff and even fewer students agreed that lectures did fulfil these roles, especially those directed at encouraging students to look beyond simple memorisation of facts. The perceived disparity between reality and the ideal was greater amongst the older, clinical students than amongst their more junior colleagues.

CONCLUSIONS

The focus of attention in lectures needs to change from the superficial, rote learning of information to deep, active learning directed at using information to solve problems that are perceived by the students to be relevant. If done in a stimulating and interesting way, this should develop skills in reasoning and critical analysis as well as providing a framework for storage and recall. It should also increase the motivation towards learning both during the veterinary course, and over the professional lifetime. Furthermore, the place of the lecture in veterinary education needs to be reassessed regularly in the face of newly-emerging educational technology.

Alternatives for improving veterinary medical students' learning of clinical sonography

With the widespread clinical use of sonography there is a need to introduce the topic into the curriculum. A new problem-based course in clinical sonography without lectures was developed to emphasise experiential learning, and engage students actively in individual and collective acts of discovery. Four different approaches were used to deliver the new course to 141 veterinary medical students over four semesters. The physical principles of sonography were taught by computer-assisted instruction and a practical class, clinical examinations were introduced during a session with a tutor, and finally each student wrote an essay on a sonographic topic of their choice. To evaluate the new course, students' responses to a questionnaire were analyzed. Students gained reasonable understanding of the physical principles of sonography and had some confidence in conducting a sonographic examination of an animal. Of most use to student learning was discussion with the teachers. Surprisingly, half the students thought the topic should also be taught by lectures. The students learned the material and acquired the sonographic skills through processes which required more independence and self-responsibility than traditional teaching methods. The teachers' interaction with students on an individual basis, as they encountered individual problems, was the most important resource in learning about sonography. The continued request for lectures suggests an insecurity in some students caught between two different paradigms of teaching and learning (experiential, problem-based learning versus lectures).

Evaluation of a hemostasis model for teaching ovariohysterectomy in veterinary surgery

OBJECTIVE

To evaluate the efficacy of a reusable plastic model mimicking the anatomy and hemodynamics of the canine female genital tract for teaching basic surgical skills and ovariohysterectomy.

SAMPLE POPULATION

40 veterinary students of the class of 1998.

STUDY DESIGN

Prospective study.

METHODS

Students'confidence level and experience in private practice was evaluated via questionnaire before training. Students in 2 groups performed an ovariohysterectomy on cadavers (group C, n = 20) or on the model (Group M, n = 20) for 2 hours. Students' psychomotor and basic surgical skills were objectively assessed by the following tests: ligation of a foam cylinder, passing a needle through the eyelets of an electronic suture board, and ligating latex tubing. Results were compared before and after training and within and between groups. The ability of students to perform an ovariohysterectomy in a live dog after training was compared between groups with a scoring system.

RESULTS

Students in both groups had similar surgical experience and basic skills before training. The results of the psychomotor and basic surgical skills tests were better in group M after training than group C. The improvement of each student in performing these tasks also increased when students were trained with the model. Scores assigned to students performing an ovariohysterectomy in a live dog were higher in group M (31.45 +/- 1.15) than in group C (20.7 +/- 1.42).

CONCLUSION

The model was more effective than cadavers in teaching basic surgical skills and ovariohysterectomy in dogs.

Quantitative concept mapping in pulmonary physiology: comparison of student and faculty knowledge structures

Quantitative concept mapping, in contrast with qualitative approaches, is rigorous scientifically and permits statistical analyses of data about concept learning. This study extends past quantitative research on the structure of student concept learning in pulmonary physiology. Pathfinder scaling is used to derive concept maps for medical and veterinary students and their physiology instructors at Northwestern University and the University of Wisconsin, respectively. The concept maps are evaluated for coherence (internal consistency), student-instructor similarity, and correlation of similarity with final examination scores. Results show that student and instructor concept maps are coherent and that student concept maps become increasingly similar to instructors' concept maps from pre- to postinstruction, but that student-instructor concept map similarity does not correlate with examination performance. Research outcomes are discussed concerning possible sources of variation in student and faculty knowledge structures.

A survey of teaching and implementation: the veterinarian's role in recognizing and reporting abuse

Many families seeking assistance from domestic violence agencies are known to local humane societies or animal control officials because of previous incidents of animal abuse. This is because pets are often the first victims of family disputes that erupt into violence. Analysis of domestic violence statistics indicates that veterinarians potentially treat hundreds of thousands of abused pets each year. Because veterinarians may be the first or only individuals to have access to abusive family situations, it is it important for veterinarians to be aware of potential signs of abuse of pets and their owners and to be familiar with the mechanisms for reporting suspected incidents of abuse. Thirty-one North American veterinary schools and a sample of large and small animal practitioners in Indiana were surveyed to understand to what degree current veterinary curricula prepare students to recognize abuse of animal patients and human clients and to what extent practitioners recognize and report their suspicions of abuse to appropriate authorities. The data indicate a discrepancy between beliefs about prevalence of abuse and the amount of time spent educating veterinary students to recognize and report that abuse. I hypothesize that: 1) practicing veterinarians are reluctant to report suspicions of domestic family violence directed against animals, children, or spouses for various reasons (e.g., lack of adequate training, fear of litigation, time constraints, fear that violence will escalate, belief that it is not their place to intervene, lack of contact information, fear of losing a client's business); 2) practicing veterinarians (in large and small animal practices) may not be aware that animal patients and human clients may have been abused and being unfamiliar with this diagnosis, are unfamiliar with the mechanism for reporting the abuse, especially when it involves human victims; and 3) veterinary school curricula could be modified so that veterinary students are trained to recognize human and animal abuse, thereby reducing risks to animal patients, other animals in the household, and human clients. I believe that recognition of animal and human abuse is in line with veterinarians' responsibilities to protect animal health, relieve animal suffering, and promote public health.

An elective rotation in applied epidemiology with the Centers for Disease Control and Prevention (CDC), 1975-1997

INTRODUCTION

To increase awareness of and interest in public health and epidemiology, CDC initiated an elective in epidemiology and public health for senior medical students in 1975 and for veterinary students in 1982.

METHODS

A review of CDC records to describe participation in the elective, to assess whether students subsequently enrolled in another CDC training program, the Epidemic Intelligence Service (EIS), and, if enrolled, employment status following EIS. A review of documentation of board certification in preventive medicine to determine how many participants later chose this specialty, one indicator of public health and prevention as a career choice.

RESULTS

From 1975 through 1997, 632 students participated in the elective. Of these, 438 (69%) were assigned to infectious disease areas, 95 (15%) to environmental health, 59 (9%) to chronic disease, and 40 (7%) to other areas. Students participated in at least 278 official investigations of important public health problems including infectious disease outbreaks, natural disasters, chronic disease problems and access to health care. Of 530 students who had completed the elective through June 1995, 91 (17%) were enrolled in EIS by July 1997. Of 83 completing EIS by July 1997, 65 (78%) had continued in public health careers: 35 with CDC; 17 with local or state health departments; 7 with other federal agencies; 4 in academic public health; and 2 in international health. Of those not enrolling in EIS, at least 5% were certified by the American Board of Preventive Medicine, compared with 34% of those completing EIS.

CONCLUSION

An elective rotation in public health and applied epidemiology is valuable in introducing future physicians and veterinarians to the practice of public health, and can provide important role models for encouragement to pursue careers in public health.

[Experiences with an Internet-based lecture script on animal obstetrics]

An internet based lecture script was developed on animal obstetrics to enhance the traditional lecture. The script summarizes the manuscript of the lecturer and contains additional information and reading materials. The script has approximately 600 pages and shows 400 slides, graphs and animations. Students' perception was surveyed by means of a questionnaire. 152 of 201 students (75.6%) in the 3rd and 5th year participated in the survey. Overall, the script was rated 1.9 on a 5-point scale (1 = excellent, 5 = poor). Our experiences with the internet based script were primarily positive. However, the curriculum of the veterinary education and technical prerequisites will effect the long-term success of such systems.

Production of CAL-programs in medicine, odontology and veterinary medicine in Sweden

At the recommendation of the Swedish Government, the Council for the Renewal of Undergraduate Education was established in 1990. In 1993 the Council was declared a permanent National Agency by Swedish Parliament and became part of the newly established National Agency for Higher Education in 1995. The purpose of the Council for Renewal of Undergraduate Education is to promote and support endeavors to develop quality and renewal of undergraduate education. In particular the council awards grants to development activities. Once a year, teachers at Swedish universities, university colleges and professional schools can apply for funding. Applications are accepted for projects directed towards undergraduate education in all disciplines. The Council selects 15-20 projects and each project is funded for 1-3 years. An advisory group--MEDCAL (Computer Assisted Learning (CAL) in MEDicine, Odontology and Veterinary Medicine)--consisting of representatives from all universities supports the Council with registration and evaluation of programs, offers their opinions on the production of CAL and collaborates with similar organizations in other countries, e.g. Australia, Denmark, Germany, Great Britain and USA. In all, 12 projects within the frame of MEDCAL will be reported.

Development of interactive patient-based multimedia computer programs in veterinary orthopedic radiology

Three computerized multimedia programs on large and small animal veterinary orthopedic radiology were developed and implemented for the radiology curriculum as an alternative to traditional film-based laboratory learning. Programs utilized "hot words" (colored text words that displayed an overlaid image label that highlighted lesions) and interactive quizzes which responded appropriately to selected answers. "Hot words" helped students develop confidence in accurate lesion detection and the interactive quizzes transformed learning from a passive to an active process. Multiple examples were provided for reinforcement and concepts were incorporated from other clinical disciplines for curriculum integration. Programs were written using a presentation software program, Toolbook for DOS based platform, and contained radiographic images made by laser-scanning digitization. Multiple students could simultaneously access the programs through a network server. These pilot programs were implemented successfully and computerized multimedia presentation proved to be well suited to teaching radiology. Development of the programs required attention to a number of hardware, software, time and cost factors.

Evaluation of a practice-based ambulatory program in food animal medicine, surgery, and herd health management

OBJECTIVE

To assess the educational value of a practice-based ambulatory program used at a school of veterinary medicine.

DESIGN

Retrospective cohort study.

SAMPLE POPULATION

Graduates of US veterinary medical schools between 1987 and 1994.

PROCEDURE

Phase I involved use of interviews and focus groups to assist in development of the questionnaire used in phase II, a retrospective cohort study. The pretested questionnaire was sent to a study population consisting of all graduates of the University of Wisconsin-Madison, School of Veterinary Medicine, between 1987 and 1994 as well as a control group who were randomly selected from the 1994 AVMA list of veterinarians. Control-group veterinarians were matched on the basis of professional activity, region, and year of graduation.

RESULTS

728 of 1,067 veterinarians completed the questionnaire in phase II of the study (response rate, 68%). The practice-based ambulatory program at the University of Wisconsin-Madison compared favorably with university-based ambulatory programs in volume of experiences and perceived educational quality. Regardless of rotation type, female students were significantly less likely to observe or perform 12 specific clinical procedures and were significantly less likely to rate instructional quality as excellent or very good, compared with male students.

CLINICAL IMPLICATIONS

Practice-based ambulatory rotations can be a good alternative to existing university-based ambulatory rotations. Implementation of these programs should emphasize performance of procedures while striving to ensure participation of female students.

Teaching animal science: education or indoctrination?

Traditional animal science curricula ignore sociological aspects of scientific research and therefore portray scientific knowledge as value-free. This view gives rise to a teaching method that involves imparting lists of scientific facts that are to be accepted by students without critical evaluation. This amounts to little more than indoctrination and misrepresents science as a system of knowledge. An alternative approach is based on the view that science is a creative human activity that reflects the values and biases of its practitioners. The goal of this approach is to teach students to think analytically and to make independent judgments about scientific claims. This requires a scientific literacy: an understanding of principal scientific theories, the nature of scientific research, and the relationship between science and society. To achieve this goal, a teacher must become less of an authority figure, whose role is to simply pass on information, and more of a facilitator, whose role is to promote questioning, exploration, and synthesis. This requires a learning community in which students feel comfortable taking risks and develop the courage to make and defend judgments. This teaching approach enhances the intellectual and ethical development of students, allowing them to serve themselves and society in responsible ways.

Towards a strategy for learning: the response of practices to the Liverpool pilot scheme for extramural study

This paper presents the responses of veterinary surgeons to a pilot scheme initiated by the SILVER project. The scheme was designed to increase communication between a veterinary school, host practices and students undertaking extramural study ("seeing practice') and to provide a more structured use of the students' time. The work is set in the context of recent interest in work-based learning as part of undergraduate education, the approach being based on experience gained from a number of professions, including veterinary science. Students were required to identify and communicate their personal learning objectives to host practices in advance of their arrival, and practices were asked to collaborate in a new system for recording students' progress. The paper presents an analysis of the evidence obtained from questionnaires sent to pilot practices. It shows that all the elements of the scheme had been received favourably and had had a positive impact on student learning. The findings are discussed in relation to the development and implications of an educational strategy for extramural study.

Subject-based problem-based learning in the veterinary science course at the University of Queensland

OBJECTIVE

To assess students' perceptions of subject-based problem-based learning in the fourth year of the veterinary science course at the University of Queensland.

DESIGN

A questionnaire-based study.

PROCEDURE

Subject-based problem-based learning was introduced into parts of two fourth year subjects in a 5-year veterinary science course. The problem-based learning exercise used modified clinical cases and was computer-assisted. Students worked in groups of two to four, and small group discussion sessions were tutorless. Lectures were replaced by large group discussion and feedback sessions, led by the teacher, with approximately 85 students.

RESULTS

There was a significant increase in the percentage of students who strongly agreed that they had better understanding of the subject, and had learned to apply principles from this class in new situations. The only consistent criticism by students was directed at the extra time required compared to traditional lecture-based subjects.

CONCLUSION

Students' perceptions of the learning outcome were very favourable for problem-based learning when compared to the lecture-based subject.

Writing across the curriculum: putting theory into practice in animal science courses

Founded on the premise that "learning to write" and "writing to learn" are parallel processes, Writing Across the Curriculum (WAC) programs advocate the use of writing activities to enhance learning in subject matter courses across the university curriculum. Application of WAC theory to creating assignments and evaluating writing in undergraduate animal science courses is the primary focus of this paper. Although a variety of writing-to-learn activities are promoted by WAC programs, this discussion is confined to reader-based, applied or real-world assignments completed by students outside the classroom. Writing assignments of this type are effective learning tools because they guide students toward appropriate information, language, and organization, present writing as communication, not artifact, and allow students to see how classroom study of concepts can be applied to the real world. Additionally, they provide opportunity for feedback during the writing process. Although considerable effort is required to create such writing assignments and to design evaluation and grading strategies that will provide constructive feedback, animal science teachers have a responsibility to provide students with expanded opportunities for improving critical thinking and communication skills. Sharing writing assignments, like the ones included in this paper, is one way to accomplish these objectives while minimizing aggregate faculty effort.

[Assessment of an educational campaign by practicing veterinarians in The Netherlands on human and animal Toxocara infections]

In 1993 the Dutch Ministry of Public Health initiated a campaign about Toxocara and toxocariasis. Before and after the campaign, 200 and 105 veterinarians, respectively, were interviewed by telephone to get an impression about awareness of the problem. Before the campaign, 29% and 51% of veterinarians knew when puppies and kittens, respectively should be dewormed for the first time. Fourteen percent of respondents knew the correct anthelmintic dosing interval, and 60% knew the prevalence of T. canis infection in newborn pups. Of the respondent 90% advised, wrongly, anthelmintic treatment during pregnancy and 17% correctly advised post-partum deworming. Seventy-three percent of the respondents correctly estimated the risk of infection of humans with T. cati and T. canis. After the campaign, which was remembered by 99% of the respondents, there was a significant improvement in the number of veterinarians who knew the correct interval for deworming, routine and post-partum deworming, and infection risk for humans. It can be concluded that while this campaign improved knowledge of certain aspects of the zoonosis, in general, knowledge was still inadequate.

Communication across the curriculum in animal science

The growing movement toward the integration of communications in science-based courses has been taken to the heart of the curriculum at Berea College. New college-wide general education requirements initiated a review of student abilities, departmental expectations, and the use of writing and speaking skills in all courses. Agriculture graduates require highly developed reading and speaking skills as well as fundamental control of language to succeed in industry today. Depending only on the English department to teach students writing and speaking skills can lead to graduates ill-prepared for communication in their chosen profession. The inclusion of communication skills in an animal science course not only improves such skills, but it also increases the ability of students to apply and use animal science concepts. The benefits of broadening the teaching curriculum to include reading, writing, speaking, and listening skills can provide improved academic achievement, attitude, confidence levels, and self-images. Students can become active participants rather than note-takers. Curriculum changes of such magnitude require faculty development opportunities and administrative support.

Computer-aided veterinary learning at the University of Cambridge

An approach of computer-assisted learning in veterinary education at the University of Cambridge, involving the development of four types of learning module, is outlined. A tutorial on regional perineural anaesthesia in the horse, based on the familiar tape-slide format but with significant improvements, is described. A question and answer self-assessment package and a computer-based 'digital lecture' are also discussed, together with a case simulation involving the investigation of a polydipsic dog. All the tutorials were developed using standard software packages and image digitising processes. The philosophy behind the development of these computer-assisted learning packages is discussed.

An evaluation of the feasibility of using first-year veterinary students in animal health education programmes

Awareness of the importance and relevance of community-oriented medical education is increasing. Although a number of medical faculties have already adopted this approach for their undergraduate training, this idea does not appear to have received the same degree of acceptance within veterinary schools. This study attempts to provide evidence in support of the feasibility of a community-oriented curriculum. First-year veterinary science students at the Medical University of Southern Africa received a very short orientation course on the social determinants of disease; the Primary Health Care (PHC) philosophy and how PHC differs from the basic health service approach; how to shift the locus of control for health away from the health professional and back into the community; dependency theory; basic pet care; sociology (including systems and conflict theory); problems with the application of a technological imperative within a systems perspective; social research; basic statistical concepts; health care systems and their evolution; marketing principles in relation to health education; the importance of positioning and how to effectively use communication skills within a classroom setting. After this course the students successfully participated in an animal health education programme within the community.