Using educational games to engage students in veterinary basic sciences

Educational games are an example of an active learning teaching technique based on Kolb's learning cycle. We have designed multiple games to provide concrete experiences for social groups of learners in the basic sciences. "Antimicrobial Set" is a card game that illustrates global patterns in antimicrobial therapy. "SHOCK!" is a card game designed to enhance student understanding of the four types of hypersensitivity reactions. After each game is played, students undergo a structured debriefing session with faculty members to further enhance their self-reflective skills. "Foodborne Outbreak Clue" utilizes the famous Parker Brothers® board game as a means to practice skills associated with outbreak investigation and risk assessment. This game is used as a review activity and fun application of epidemiologic concepts. Anecdotal feedback from students suggests that they enjoyed the activities. Games such as these can be easily implemented in large- or small-group settings and can be adapted to other disciplines as needed.

Design and validation of a novel learning tool, the "Anato-Rug," for teaching equine topographical anatomy

Recognition of anatomical landmarks in live animals (and humans) is key for clinical practice, but students often find it difficult to translate knowledge from dissection-based anatomy onto the live animal and struggle to acquire this vital skill. The purpose of this study was to create and evaluate the use of an equine anatomy rug ("Anato-Rug") depicting topographical anatomy and key areas of lung, heart, and gastrointestinal auscultation, which could be used together with a live horse to aid learning of "live animal" anatomy. Over the course of 2 weeks, 38 third year veterinary students were randomly allocated into an experimental group, revising topographical anatomy from the "Anato-Rug," or a control group, learning topographical anatomy from a textbook. Immediately post activity, both groups underwent a test on live anatomy knowledge and were retested 1 week later. Both groups then completed a questionnaire to ascertain their perceptions of their learning experiences. Results showed that the experimental groups scored significantly higher than the control group at the first testing session, experienced more enjoyment during the activity and gained more confidence in identifying anatomical landmarks than the control group. There was not a significant difference in scores between groups at the second testing session. The findings indicate that the anatomy rug is an effective learning tool that aids understanding, confidence, and enjoyment in learning equine thorax and abdominal anatomy; however it was not better than traditional methods with regards to longer term memory recall.

Emergency management: e-learning as an immediate response to veterinary training needs

Veterinary training plays a crucial role in increasing effectiveness of veterinary response to epidemic and non-epidemic emergencies. Being able to assess learning needs and to deliver training is acknowledged as a strategic priority in veterinary public health activities. The validation of an e-learning system that is able to respond to the urgent needs of veterinary professionals to ensure the despatch of rapid teaching methods on emerging and re-emerging animal diseases and zoonoses was the core of a research project developed in the Mediterranean Basin between 2005 and 2009. The project validated a new transferable, sustainable and repeatable learning model, the main components of which are described. The model is applied to an emergency situation that occurred in Italy in 2008, when West Nile disease outbreaks were reported in northern Italy. Approximately 450 official veterinarians were trained, using an e-learning system that showed adaptability and effectiveness in transferring knowledge, skills and competence to face the situation. The case was used to validate the effectiveness of the model and proved that it can be applied in any emergency situation, i.e. every time that rapid dissemination of knowledge and skills is required.

Effectiveness of a programme design for the development of competence in solving clinical problems

BACKGROUND

To apply what has been learned theoretically in a clinical context is for many students a major challenge. In order to ease their transition into practice, a training programme was developed, focusing on learning to solve clinical problems.

AIMS

The programme is designed for veterinary medicine students in the preclinical phase with already a sound theoretical base in biomedical and clinical sciences. The design is based on the engagement in learning and work processes derived from clinical practice and exposure to a large variety of real and paper-based cases. This article addresses the effectiveness of this programme design.

METHOD

Programme effectiveness was defined in terms of the progress made by the students. This progress was established using methodological triangulation of the results from student questionnaires, performance observations and (pre and post) assessment.

RESULTS

On all dimensions of effectiveness, the results consistently showed that the programme was perceived as effective and led to improved performances in solving clinical problems and better solutions in the assessment. The students' progress was substantial.

CONCLUSIONS

At preclinical level, a course design based on the work processes in clinical practice and a mixture of real and paper-based patients is effective in enhancing problem-solving competence.

Coaching and feedback: enhancing communication teaching and learning in veterinary practice settings

Communication is a critical clinical skill closely linked to clinical reasoning, medical problem solving, and significant outcomes of care such as accuracy, efficiency, supportiveness, adherence to treatment plans, and client and veterinarian satisfaction. More than 40 years of research on communication and communication education in human medicine and, more recently, in veterinary medicine provide a substantive rationale for formal communication teaching in veterinary education. As a result, veterinary schools are beginning to invest in communication training. However, if communication training is to result in development of veterinary communication skills to a professional level of competence, there must be follow-through with effective communication modeling and coaching in practice settings. The purpose of this article is to move the communication modeling and coaching done in the "real world" of clinical practice to the next level. The development of skills for communication coaching and feedback is demanding. We begin by comparing communication coaching with what is required for teaching other clinical skills in practice settings. Examining both, what it takes to teach others (whether DVM students or veterinarians in practice for several years) and what it takes to enhance one's own communication skills and capacities, we consider the why, what, and how of communication coaching. We describe the use of teaching instruments to structure this work and give particular attention to how to engage in feedback sessions, since these elements are so critical in communication teaching and learning. We consider the preconditions necessary to initiate and sustain communication skills training in practice, including the need for a safe and supportive environment within which to implement communication coaching and feedback. Finally we discuss the challenges and opportunities unique to coaching and to building and delivering communication skills training in practice settings.

Training evidence-based veterinary medicine by collaborative development of critically appraised topics

In current veterinary education, skills such as retrieving, critically appraising, interpreting, and applying the results of published scientific studies are rarely taught. In this study, the authors tested the concept of team-based development of critically appraised topics (CATs) in training students in evidence-based veterinary medicine (EBVM). The 116 participants were in their fifth year and attending the clinical rotation at the Clinic for Animal Reproduction. Students developed 18 CATs of varying quality on topics of their choice. Preparing the CATs in teams stimulated discussion on the topic and the quality of the retrieved papers. Evaluation of the project revealed that more than 90% of the students endorsed training in critical appraisal of information in veterinary education. In addition, more than 90% considered the development of CATs an effective exercise for assessing the quality of scientific literature. A provided literature evaluation form was perceived as a useful tool for systematically summarizing a publication's quality. In conclusion, team-based development of CATs during clinical rotations is highly valuable for training in EBVM. Learning and intrinsic motivation seem to be enhanced by creating a situation similar to veterinary practice because the task is embedded into an authentic clinical problem. This approach to clinical training helps to prepare students to integrate evidence from literature into practice.

Peer generation of multiple-choice questions: student engagement and experiences

A free online system for generation of multiple-choice questions (PeerWise) was implemented in three courses (course A, B, and C) in two different years (second and third year) of a veterinary degree program. Students were asked to author questions, and answer and rate each other's questions. Student experiences of the system were explored using an online survey. The majority of students in both years either agreed or strongly agreed that both authoring and answering questions was helpful for their studies and wanted to use the system again in future courses. Thematic analysis highlighted students' views that engaging with the resource increased breadth and depth of knowledge and understanding and was very useful for revision purposes. There was a statistically significant difference between students in second and third year regarding whether students felt it was necessary for academic staff to be involved in the review process. Thematic analysis of this aspect identified issues relating to confidence in the ability of the peer group and the need for reassurance in the second-year group. Student engagement with the system was correlated with examination performance. In courses A and B there was a positive correlation between number of questions answered and examination performance, in course C there was no correlation. This study highlights the benefits of peer activity around question generation and proposes that such activities are an efficient and effective means to support student learning.

Students' perceptions of aspects affecting seminar learning

BACKGROUND

Many medical and veterinary schools have curricula in which they use seminars of approximately 25 students to achieve their learning goals. There is not much research on seminar learning.

AIM

To explore students' views regarding aspects that affect seminar learning.

METHODS

Twenty-four second-year students of a 3-year bachelor curriculum participated in semi-structured focus group interviews. The sessions were audio-taped and transcribed. Two researchers independently coded the data using qualitative methods. An iterative process of data reduction resulted in emerging aspects. The participating students were asked to comment on the preliminary results.

RESULTS

Course schedule, coherence and alignment of the different educational methods, the amount and type of seminar questions and the amount and clarity of the preparation materials affected seminar learning. Also, the didactic approach and facilitating methods used by the teachers, the group composition, size and atmosphere, the amount of active student participation and interaction and assessment influenced seminar learning according to students.

CONCLUSION

Most aspects that affect seminar learning are consistent with aspects affecting small group learning. Course schedule and alignment seem to have a stronger impact on seminar learning.

Using focus groups to engage veterinary students in course redesign and development

Students' perceptions about the quality of teaching have been shown to influence their approaches to learning and studying. The literature suggests that understanding student perceptions is critical to making informed decisions about curriculum development so that courses meet objectives, enhance engagement, and, ultimately, improve learning. However, the assessment of students' perceptions of their courses and the quality of teaching is frequently limited to an end-of-term course evaluation survey. While these course evaluations may be useful in providing a summative assessment, they do not typically provide insight into the reasons and influences that underlie student ratings. Achieving this type of understanding can be accomplished through qualitative methodology, which is a process of investigation used to reveal the depth, complexity, and nuances of perceptions and experiences. In the current article, we report the use of focus groups as a method of gaining in-depth understanding of student perceptions for course redesign. We present the redesign of the Art of Veterinary Medicine II course, a second-year core offering within the Doctor of Veterinary Medicine curriculum at the Ontario Veterinary College in Guelph, Canada. A series of student focus groups were held to gain greater insight into student perceptions of the course objectives, format, and content. Findings were then considered in the redevelopment of the course to better engage students and their various learning styles. Summative course evaluations as well as informal feedback before and after the focus groups indicate a notable improvement in student experiences and perceptions of the course format and content following the focus-group informed course redesign.

Evaluation of a dental model for training veterinary students

Periodontal disease has deleterious effects on an animal's health and potentially serious implications for its welfare. Consequently, veterinarians frequently perform routine periodontal treatment in small-animal practice. One would therefore assume that small-animal dentistry would constitute a core component of a veterinary curriculum. However, most practitioners received little or no formal training in dentistry during their veterinary degrees, and the amount of instruction students currently receive is variable, often with limited opportunities to practice. At the Royal Veterinary College, a prototype dental model was developed to address the lack of practical training; it was made using ceramic tiles, silicone sealant, and grout to emulate teeth, gingiva, and calculus, respectively. A study was conducted with third-year veterinary students to compare the outcomes of learning to perform a professional dental cleaning using a model (group A) or a video (group B). Performance was assessed using an objective structured clinical examination. Students in group A scored significantly better than those in group B (p<.001). All students also completed a questionnaire evaluating attitudes toward the use of a dental model in learning dentistry-related skills. All students identified a model as a potentially valuable learning tool to supplement existing teaching methods and facilitate the acquisition of small-animal dentistry skills. The dental model has the potential to equip students with useful, practical skills in a safe and risk-free environment.

The use of digital games and simulators in veterinary education: an overview with examples

In view of current technological possibilities and the popularity of games, the interest in games for educational purposes is remarkably on the rise. This article outlines the (future) use of (digital) games and simulators in several disciplines, especially in the veterinary curriculum. The different types of game-based learning (GBL)-varying from simple interactive computer board games to more complex virtual simulation strategies-will be discussed as well as the benefits, possibilities, and limitations of the educational use of games. The real breakthrough seems to be a few years away. Technological developments in the future might diminish the limitations and stumbling blocks that currently exist. Consequently, educational games will play a new and increasingly important role in the future veterinary curriculum, providing an attractive and useful way of learning.

Can online conference systems improve veterinary education? A study about the capability of online conferencing and its acceptance

In veterinary medicine, there is an ongoing need for students, educators, and veterinarians to exchange the latest knowledge in their respective fields and to learn about unusual cases, emerging diseases, and treatment. Networking among veterinary faculties is developing rapidly, but conferences and meetings can be difficult to attend because of time limitations and travel costs. The current study examines acceptance of synchronous online conferences, seminars, meetings, and lectures by veterinarians and students. First, an online survey on the use of communication technology in veterinary medicine was made available for 15 weeks to every German-speaking veterinary university and via professional journals and an online veterinary forum. A total of 1,776 persons (620 veterinarians and 1,156 students) participated. Most reported using the Internet at least once per day; more than half reported using instant messengers. Most participants used the Internet for communication, but less than half used Skype. Second, to test the spectrum of tools for online conferences, a variety of "virtual classroom" systems (netucate systems iLinc, Adobe Acrobat Connect Pro, Cisco WebEx, Skype) were used to deliver student lectures, veterinary continuing-education courses, and academic conferences at the University of Veterinary Medicine, Hannover (TiHo). Of 591 participants in 63 online events, 99.4% rated the virtual events as enjoyable, 96.1% found them useful, and 92.4% said that they learned a lot. Participants noted that the courses were not tied to a certain place, and thus saved time and travel costs. Online conference systems thus offer new opportunities to provide information in veterinary medicine.

Use of the script concordance approach to evaluate clinical reasoning in food-ruminant practitioners

A script concordance test (SCT) was developed measuring clinical reasoning of food-ruminant practitioners for whom potential clinical competence difficulties were identified by their provincial professional organization. The SCT was designed to be used as part of a broader evaluation procedure. A scoring key was developed based on answers from a reference panel of 12 experts and using the modified aggregate method commonly used for SCTs. A convenient sample of 29 food-ruminant practitioners was constituted to assess the reliability and precision of the SCT and to determine a fair threshold value for success. Cronbach's α coefficients were computed to evaluate internal reliability. To evaluate SCT precision, a test-retest methodology was used and measures of agreement beyond chance were computed at question and test levels. After optimization, the 36-question SCT yielded acceptable internal reliability (Cronbach's α=0.70). Precision of the SCT at question level was excellent with 33 questions (92%) yielding moderate to almost perfect agreement between administrations. At test level, fair agreement (concordance correlation coefficient=0.32) was observed between administrations. A slight SCT score improvement (M=+2.8 points) on the second administration was in part responsible for some of the disagreement and was potentially a result of an adaptation to the SCT format. Scores distribution was used to determine a fair threshold value for success, while considering the underlying objectives of the examination. The data suggest that the developed SCT can be used as a reliable and precise measurement of clinical reasoning of food-ruminant practitioners.

Developments in undergraduate teaching of small-animal soft-tissue surgical skills at the University of Sydney

This article discusses recent developments in soft-tissue surgery teaching at the University of Sydney, Faculty of Veterinary Science. An integrated teaching program was developed for Bachelor of Veterinary Science (BVSc) students with the aim of providing them with optimal learning opportunities to meet "Day One" small-animal soft-tissue surgical competencies. Didactic lectures and tutorials were introduced earlier into the curriculum to prepare students for live-animal surgery practical. In addition to existing clinics, additional spay/neuter clinics were established in collaboration with animal welfare organizations to increase student exposure to live-animal surgery. A silicon-based, life-like canine ovariohysterectomy model was developed with the assistance of a model-making and special effects company. The model features elastic ovarian pedicles and suspensory ligaments, which can be stretched and broken like those of an actual dog. To monitor the volume and type of student surgical experience, an E-portfolio resource was established. This resource allows for the tracking of numbers of live, student-performed desexing surgeries and incorporates competency-based assessments and reflective tasks to be completed by students. Student feedback on the integrated surgical soft-tissue teaching program was assessed. Respondents were assessed in the fourth year of the degree and will have further opportunities to develop Day One small-animal soft-tissue surgical competencies in the fifth year. Ninety-four percent of respondents agreed or strongly agreed that they were motivated to participate in all aspects of the program, while 78% agreed or strongly agreed that they received an adequate opportunity to develop their skills and confidence in ovariohysterectomy or castration procedures through the fourth-year curriculum.

Workplace-based assessment in a primary-care setting

Workplace-based assessment (WBA) is the process of directly observing students' work within a clinical setting, assessing their performance, and providing specific, goal oriented feedback. Assessment methods used for workplace-based assessment include tools developed for clinical interaction (e.g., the mini clinical evaluation exercise [mini-CEX]), for procedural or technical skills (e.g., the direct observation of procedural skills [DOPS]), and multi-source feedback tools to assess interpersonal and technical skills. While several of these assessment methods are being adopted by veterinary schools to evaluate students' progress through their clinical rotations, there is little reported at this time about their utility and effectiveness within the veterinary context. This article provides an introduction to the use of these tools and offers guidance in selecting appropriate methods for assessment in the primary health care setting.

The impact of AVMA COE's accreditation on veterinary medical education

Point 1: the American Veterinary Medical Association Council on Education's (AVMA COE's) accreditation pro-cess is aimed at minimum training for entry-level veterinarians. This has a two-fold consequence: 1. The opportunity to discover the absolute minimum number of necessary resources is opened. While this is a threat to the standard model of veterinary education, it might have value if it is cost-efficient and students graduate with minimal or no debt. 2. There is no mechanism to measure training,research, or service programs above the minimum or beyond the entry level. Point 2: the implication of the minimum entry-level general standard is also two-fold: 1. We must measure performance above the mini-mum. A separate process is necessary (a) to develop and implement objective metrics and (b) to publicize superior achievement as opposed to minimal performance. 2. We must measure and publicize institutions or programs that advance the field beyond training entry-level veterinarians. Service, research, and training aimed at advancing the field, providing leadership, and improving public health and safety(One Health) require separate measurement and advocacy in order to obtain and justify the necessary resources. I conclude that in the absence of a new process by which to measure excellence, market forces will push the entire profession toward the most cost-effective method of providing minimal training for entry-level veterinarians. But what about the far more expensive goal of providing a global public good of which our profession is so proud?The public health and safety mission of veterinary medi-cine, including the entire One Health initiative, requires separate measurement in order to give objective metrics to the institutions and components of the profession committed to those goals to pursue vigorous advocacy and obtain or retain the necessary resources.

Inter-observer agreement on a checklist to evaluate scientific publications in the field of animal reproduction

This study's objective was to determine respondents' inter-observer agreement on a detailed checklist to evaluate three exemplars (one case report, one randomized controlled study without blinding, and one blinded, randomized controlled study) of the scientific literature in the field of bovine reproduction. Fourteen international scientists in the field of animal reproduction were provided with the three articles, three copies of the checklist, and a supplementary explanation. Overall, 13 responded to more than 90% of the items. Overall repeatability between respondents using Fleiss's κ was 0.35 (fair agreement). Combining the "strongly agree" and "agree" responses and the "strongly disagree" and "disagree" responses increased κ to 0.49 (moderate agreement). Evaluation of information given in the three articles on housing of the animals (35% identical answers) and preconditions or pretreatments (42%) varied widely. Even though the overall repeatability was fair, repeatability concerning the important categories was high (e.g., level of agreement=98%). Our data show that the checklist is a reasonable and practical supporting tool to assess the quality of publications. Therefore, it may be used in teaching and practicing evidence-based veterinary medicine. It can support training in systematic and critical appraisal of information and in clinical decision making.

Development and evaluation of a high-fidelity canine patient simulator for veterinary clinical training

High-fidelity human patient simulators have been used for decades in medical education to provide opportunities for students to practice technical skills, diagnostic and therapeutic planning, and communication skills in a safe environment. A high-fidelity canine patient simulator (CPS) was developed using components from a human patient simulator and a low-fidelity foam core canine mannequin. Ninety-six veterinary students participated in cardiopulmonary arrest scenarios in groups of three to five students. Afterwards, participants were asked to complete an anonymous online survey describing their experiences. A total of 70 students (73%) completed the survey. All of the students (100%) felt that the simulator session expanded their cardiopulmonary resuscitation (CPR) knowledge base, and 97% responded that their skills and abilities had improved. Students also expressed positive opinions about the CPS, with 89% agreeing or strongly agreeing that the CPS was realistic and 73% agreeing or strongly agreeing that the scenarios generated emotions similar to real clinical situations. Most participants (98.5%) agreed or strongly agreed that the simulator was an engaging learning experience. Students commonly commented that the simulations allowed them to practice communication and teamwork skills and were more effective than paper-based, problem-oriented learning opportunities and lecture. Students also commented that they wanted more opportunities to participate in simulation exercises. These results suggest that high-fidelity veterinary simulation is an engaging educational methodology that addresses some limitations of other forms of problem-based learning. More studies are needed to quantitatively determine the effectiveness of this novel veterinary educational technology in comparison with more traditional approaches.

Workplace-based assessment instruments in the health sciences

A historical overview of the development of assessment instruments in the health sciences is presented here, with specific attention paid to workplace-based assessment instruments. Three instruments are reviewed in detail: the mini clinical evaluation exercise (mCEX), direct observation of procedural skills (DOPS), and multi-source feedback (MSF). Features common to these instruments include their authenticity, their use in assessing professional skills, and the opportunities they afford for the provision of feedback. Although almost exclusively used in graduate medical training, they are likely to play an increasingly important role in the assessment of veterinary undergraduate students in preparation for professional practice. However, the time and cost associated with implementing these instruments raises questions about their feasibility. The continued search for the holy grail of assessment instruments and the challenges relating to the need for trained assessors leads us to conclude that ultimately, the competence of health professionals should continue to be measured using several complementary instruments.

Development and preliminary evaluation of student-authored electronic cases

In medical education, virtual patients are now widely used to support and enhance clinical teaching. However, there is still only a limited adoption of similar methods in veterinary education. This paper describes an initiative at the Royal Veterinary College (RVC) in London to develop student-authored cases during clinical rotations that were subsequently adapted for self-directed learning in the undergraduate curriculum as virtual patients. This approach was designed to enhance the quality of the clinical learning experience, assist in the development of clinical reasoning skills, and complement the existing teaching caseload. The creation of virtual patients involved a two-stage process. In the first stage, students compiled clinical case data and media from patients admitted to the teaching hospitals. They then used these resources to develop electronic cases using a customized Microsoft PowerPoint template that were presented at grand rounds to clinicians and other students. In the second stage, selected cases were further developed with the integration of self-assessment and additional media to create virtual patients for use in teaching. A survey was used to gather feedback on students' experiences in creating and using electronic cases. It was completed by 163 final-year students (81%) and the results indicated that all respondents had created electronic cases on one or more rotations (mean=4.3 rotations, range=1-9). Overall, the feedback suggested that the students found creating and using these cases useful and that the experience improved their approach to a case.

Validation of a scenario-based assessment of critical thinking using an externally validated tool

With medical education transitioning from knowledge-based curricula to competency-based curricula, critical thinking skills have emerged as a major competency. While there are validated external instruments for assessing critical thinking, many educators have created their own custom assessments of critical thinking. However, the face validity of these assessments has not been challenged. The purpose of this study was to compare results from a custom assessment of critical thinking with the results from a validated external instrument of critical thinking. Students from the College of Veterinary Medicine at Western University of Health Sciences were administered a custom assessment of critical thinking (ACT) examination and the externally validated instrument, California Critical Thinking Skills Test (CCTST), in the spring of 2011. Total scores and sub-scores from each exam were analyzed for significant correlations using Pearson correlation coefficients. Significant correlations between ACT Blooms 2 and deductive reasoning and total ACT score and deductive reasoning were demonstrated with correlation coefficients of 0.24 and 0.22, respectively. No other statistically significant correlations were found. The lack of significant correlation between the two examinations illustrates the need in medical education to externally validate internal custom assessments. Ultimately, the development and validation of custom assessments of non-knowledge-based competencies will produce higher quality medical professionals.

Enhanced podcasts for teaching biochemistry to veterinary students

The teaching of biochemistry within medical disciplines presents certain challenges; firstly to relay a large body of complex facts and abstract concepts, and secondly to motivate students that this relatively difficult topic is worth their time to study. Here, nutrient biochemistry was taught within a multidisciplinary module as part of an undergraduate veterinary curriculum. The teaching approach was initially focussed on a mixture of didactic lectures and student-centred activities such as directed group/self learning. In subsequent years the core didactic lectures were replaced with enhanced podcasts covering the same material, along with the introduction of student presentations delivered within groups with both peer and facilitator assessment. These changes were accompanied by an increase in the time dedicated to this topic to allow sufficient time for students to work through podcasts and prepare presentations. The combination of these changes resulted in significant improvements in student performance within an in-course biochemistry long essay. These changes in the teaching approach, and particularly the introduction of extensive podcasts, was well received by students who perceived the process of going through the podcasts as time consuming but allowing them flexibility in both the pace that they studied this topic as well as the location and times that they studied it.

Veterinary students' usage and perception of video teaching resources

BACKGROUND

The purpose of our study was to use a student-centred approach to develop an online video learning resource (called 'Moo Tube') at the School of Veterinary Medicine and Science, University of Nottingham, UK and also to provide guidance for other academics in the School wishing to develop a similar resource in the future.

METHODS

A focus group in the format of the nominal group technique was used to garner the opinions of 12 undergraduate students (3 from year-1, 4 from year-2 and 5 from year-3). Students generated lists of items in response to key questions, these responses were thematically analysed to generate key themes which were compared between the different year groups. The number of visits to 'Moo Tube' before and after an objective structured practical examination (OSPE) was also analysed to provide data on video usage.

RESULTS

Students highlighted a number of strengths of video resources which can be grouped into four overarching themes: (1) teaching enhancement, (2) accessibility, (3) technical quality and (4) video content. Of these themes, students rated teaching enhancement and accessibility most highly. Video usage was seen to significantly increase (P < 0.05) prior to an examination and significantly decrease (P < 0.05) following the examination.

CONCLUSIONS

The students had a positive perception of video usage in higher education. Video usage increases prior to practical examinations. Image quality was a greater concern with year-3 students than with either year-1 or 2 students but all groups highlighted the following as important issues: i) good sound quality, ii) accessibility, including location of videos within electronic libraries, and iii) video content. Based on the findings from this study, guidelines are suggested for those developing undergraduate veterinary videos. We believe that many aspects of our list will have resonance in other areas of medicine education and higher education.

An instructional model for training competence in solving clinical problems

We examined the design of a course that aims to ease the transition from pre-clinical learning into clinical work. This course is based on the premise that many of the difficulties with which students are confronted in this transition result from a lack of experience in applying knowledge in real practice situations. It is focused on the development of competence in solving clinical problems; uses an instructional model with alternating clinical practicals, demonstrations, and tutorials; and extends throughout the last pre-clinical year. We used a "proof-of-concept" approach to establish whether the core principles of the course design are feasible with regard to achieving the intended results. With the learning functions and processes as a frame of reference, retrospective analysis of the course's design features shows that this design matches the conditions from theories of the development of competence in solving clinical problems and instructional design. Three areas of uncertainty in the design are identified: the quality of the cases (information, openness), effective teaching (student and teacher roles), and adjustment to the development of competence (progress, coherence).

Influence of a veterinary curriculum on the approaches and study skills of veterinary medical students

The objectives of the present study were to evaluate first-, second-, third-, and fourth-year veterinary medical students' approaches to studying and learning as well as the factors within the curriculum that may influence these approaches. A questionnaire consisting of the short version of the Approaches and Study Skills Inventory for Students (ASSIST) was completed by 405 students, and it included questions relating to conceptions about learning, approaches to studying, and preferences for different types of courses and teaching. Descriptive statistics, factor analysis, Cronbach's alpha analysis, and log-linear analysis were performed on the data. Deep, strategic, and surface learning approaches emerged. There were a few differences between our findings and those presented in previous studies in terms of the correlation of the subscale monitoring effectiveness, which showed loading with both the deep and strategic learning approaches. In addition, the subscale alertness to assessment demands showed correlation with the surface learning approach. The perception of high workloads, the use of previous test files as a method for studying, and examinations that are based only on material provided in lecture notes were positively associated with the surface learning approach. Focusing on improving specific teaching and assessment methods that enhance deep learning is anticipated to enhance students' positive learning experience. These teaching methods include instructors who encourage students to be critical thinkers, the integration of course material in other disciplines, courses that encourage thinking and reading about the learning material, and books and articles that challenge students while providing explanations beyond lecture material.

Peri-operative morbidity associated with ovariohysterectomy performed as part of a third-year veterinary surgical-training program

The present study describes the morbidity associated with ovariohysterectomy (OVH) when performed by third-year veterinary students as part of a surgical-training program. Data recorded from medical records included signalment, concurrent illness(es), surgical procedure(s), anesthesia and surgery time, anesthetic and surgical complications, and semester performed. The students' surgical training before the OVH included 39 lecture and 26 laboratory hours. In the present study, 513 animals (206 dogs and 307 cats) were included, of which 120 (23.4%) animals had concurrent illnesses. Median anesthesia time was 145 minutes (ranging from 65 to 240) for cats and 180 minutes (ranging from 90 to 360) for dogs. Median surgery time was 105 minutes (ranging from 50 to 210) for cats and 140 minutes (ranging from 65 to 265) for dogs. There were two (0.4%) major anesthetic complications, one resulting in death. There were 206 (41.7%) minor anesthetic complications, the most common being hypothermia. There were 17 (3.3%) major surgical complications, the most common being body wall dehiscence (n=15), and 49 (9.5%) minor surgical complications, the most common being seroma formation (n=35). Complications were comparable to previous reports. Specific aspects of the program identified for improvement included placing greater emphasis on securely tying the terminal knot of a simple continuous suture pattern to prevent body wall dehiscence, improved measures to reduce post-operative hypothermia, and implementing stricter health screening of animals before enrollment into the program. Faculty program coordinators are encouraged to conduct similar studies so that best practices can be shared and outcomes can be compared as we work toward determining the ideal methods of training students to instill core surgical competencies.

Training students to appraise the quality of scientific literature

Implementing evidence-based veterinary medicine (EBVM) into clinical practice requires not only the ability to retrieve, interpret, and apply the results of published scientific studies, but also the ability to critically evaluate the quality of the literature. These skills, however, are not widely taught in the veterinary curriculum. The objective of this study was to test a literature evaluation form (LEF) designed to assist veterinary students in appraising the quality of literature on animal reproduction and to compare their ability to do so with that of students who were provided with a control form (CF). The 68 participants were in their fifth year of study and attended a clinical rotation at the Clinic for Animal Reproduction. Students in the LEF group determined the quality of two scientific papers, considering statements about study design, information content, and objectivity, and determined rating points to obtain an overall score. Participants using the CF ranked the quality of the article without the assistance of the quality assessment form. The LEF group was able to more correctly assess the quality of the literature and the variability of the chosen evidence levels was higher in the CF group. The questionnaire was found to be a useful tool for the systematic assessment of the quality of publications within a reasonable period of time. Seventy-eight per cent of the participants agreed that the LEF helps them evaluate the quality and validity of biomedical scientific information. We conclude that courses that introduce EBVM should be taught in the first semesters of the veterinary curriculum so that students can develop competence in defining a clinical problem, retrieving information from the literature, and developing independent critical thinking.

Education of veterinary medical and other public health providers: linking interventions with health outcomes

A systematic literature review was performed to summarize the nature, implementation, outcomes, and long-term impacts of previously instituted interventions and programs aimed at educating veterinary public health providers. A logic model was developed to direct the literature search strategy, provide a framework for evaluating the relationship between veterinary public health professional education and their associated population health outcomes, and guide future training development and recommendations for the education of veterinary health professionals. Our literature review indicates that there is a relative lack of published literature that connects veterinary public health educational interventions to population health outcomes. Reasons for the lack of evidence to connect educational programs and population health outcomes include the evaluation of outcomes on a short-term rather than intermediate- or long-term basis, a lack of experimental studies, and infrequent grounding in population health or educational theory. Future intervention recommendations as suggested in the reviewed articles are also summarized.

Comparison of student self-assessment with faculty assessment of clinical competence

At the University of Minnesota, fourth-year veterinary students assessed their clinical competence after completion of a small-animal, internal-medicine clinical rotation using the same rotation assessment form used by supervising faculty. Grades were compared between the two groups. Students identified by faculty as low-performing were more likely to overestimate their competence in the areas of knowledge, clinical skill, and professionalism than were students identified by faculty as higher performing. This finding mirrors research results in human health professional training. Self-assessment should not be used as the primary or sole measure of clinical competence in veterinary medical training without the introduction of measures to ensure the accuracy of student self-assessment, measures that include active faculty mentoring of student self-assessment, student goal-setting and reflection, and availability of subsequent opportunities to practice additional self-assessment.

Information-seeking behaviors of first-semester veterinary students: a preliminary report

Although emphasis in veterinary education is increasingly being placed on the ability to find, use, and communicate information, studies on the information behaviors of veterinary students or professionals are few. Improved knowledge in this area will provide valuable information for course and curriculum planning and the design of information resources. This article describes a survey of the information-seeking behaviors of first-semester veterinary students at Purdue University. A survey was administered as the first phase of a progressive semester-long assignment for a first semester DVM course in systemic mammalian physiology. The survey probed for understanding of the scientific literature and its use for course assignments and continuing learning. The survey results showed that students beginning the program tended to use Google for coursework, although some also used the resources found through the Purdue libraries' Web sites. On entering veterinary school, they became aware of specific information resources in veterinary medicine. They used a small number of accepted criteria to evaluate the Web site quality. This study confirms the findings of studies of information-seeking behaviors of undergraduate students. Further studies are needed to examine whether those behaviors change as students learn about specialized veterinary resources that are designed to address clinical needs as they progress through their training.

Case study in planning revisions to a veterinary professional curriculum: opportunity, motive, and means

The Ohio State University (OSU) recently responded to a mandate from the state to convert from a quarter-based to a semester-based academic calendar. The OSU College of Veterinary Medicine took this opportunity to review and revise the curriculum leading to the DVM degree. This mandate occurred at a time when the college was motivated to act on recommendations that had been made during a recent reaccreditation process, some of which had been under discussion for several years, and had the personnel in place to initiate the change process. This article describes the means by which the curriculum change was planned. A review of the literature on change in health-sciences-related programs suggested that the ability to conclude the planning of changes in a relatively short time period was facilitated by adopting practices shown to promote successful curricular change. Critical aspects of the process included engaging the faculty, establishing a collective vision that entails agreement on principles, having a clear mandate and time frame for change, providing resources and training to support and sustain the change effort, and managing the effort centrally with groups that are broadly representative of the faculty.

An experimental teaching-learning program in histology

This article presents an experimental teaching and learning program used in a histology course with first-year students in the first term of their studies in the Faculty of Veterinary Medicine at Huanghuai University, China. Eighty students were divided randomly into two sections (n=40/section). Students in one section were taught using a hybrid case-based and lecture style (experimental section) and the second section was taught using a traditional teaching style (control section). To assess achievement, examinations were administered at the end of every textbook chapter and a final examination was carried out at the end of the course. To determine students' attitude to the teaching styles used, a questionnaire survey was conducted at the end of the term. Results showed that students preferred the experimental style. In the experimental section, students' scores were significantly higher than those of students in the control section both in the chapter and the final examinations (p<.05). Results indicate that the case-based and lecture style is superior to the traditional style of teaching and learning histology.

All-purpose veterinary education: a personal perspective

The Recognition Lecture is an annual honor awarded by the Association of American Veterinary Medical Colleges (AAVMC) to an individual whose leadership and vision have made significant contributions to academic veterinary medicine and the veterinary profession. In 2011, this prestigious honor was awarded to Dr. Peter Eyre, Dean Emeritus of the Virginia-Maryland Regional College of Veterinary Medicine (VMRCVM). Dr. Eyre is a fierce advocate for veterinary medical education, with a clear vision of its value in ensuring that veterinarians are well positioned to meet societal needs. Dr. Eyre possesses an international perspective regarding the challenges and problems facing veterinary medical education and has a keen eye for getting to the heart of these challenges. He is known to ask hard questions and propose difficult choices. Dr. Eyre received his undergraduate veterinary degree (BVMS), bachelor of science degree, and PhD from the University of Edinburgh. He was Lecturer in Pharmacology at the Royal (Dick) School of Veterinary Studies for seven years before joining the faculty of the University of Guelph's Ontario Veterinary College, where he was Chair of the Department of Biomedical Sciences and Associate Director of the Canadian Centre for Toxicology. Dr. Eyre was appointed Dean of the VMRCVM in 1985, where he established the Center for Government and Corporate Veterinary Medicine in 1989. After retiring in 2003, he was named Interim Dean of the University of Calgary's new veterinary school. Among his many awards are the Norden Distinguished Teacher Award and the Sigma Psi Excellence in Research Award. In 2008 the American Veterinary Medical Association (AVMA) honored him with the President's Award, and in 2010 the University of Edinburgh awarded him the honorary degree of Doctor of Veterinary Medicine and Surgery. The Peter Eyre Student Leadership Award at the VMRCVM and the Peter Eyre Prize in Pharmacology at the University of Guelph are both named in his honor. He is a past president of the AAVMC, a fellow and former board member of the American Academy of Veterinary Pharmacology and Therapeutics, and a former member of the AVMA Legislative Advisory Committee. In the following article, Dr. Eyre offers his insights on the current debate about the future of veterinary medical education.