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da Silva CR, Gomes AAD, dos Santos-Doni TR, Antonelli AC, Vieira RFDC, da Silva ARS. Suicide in veterinary medicine: A literature review. Vet World 2023; 16:1266-1276. [PMID: 37577194 PMCID: PMC10421543 DOI: 10.14202/vetworld.2023.1266-1276] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/01/2023] [Accepted: 05/15/2023] [Indexed: 08/15/2023] Open
Abstract
Veterinarians are commonly exposed to occupational stressors, including excessive workload and financial constraints. These stressors can lead to psychological distress, which typically results in mental health disorders such as depression, anxiety, and burnout and can even culminate in suicide attempts or suicide deaths. Risk factors associated with poor mental health and high rates of suicide in veterinary practitioners include continuous exposure to challenging scenarios, such as interpersonal conflicts, performing euthanasia, and easy access to lethal means of suicide, such as opioids and anesthetics. The previous studies highlight the urgent need for a better understanding of predisposing factors, mental health-related improvements in the professional environment, and the subsequent establishment of primary mental health-related care policies. Effective ways to promote mental health and prevent suicide may include social support, resilience, developing coping skills, promoting a healthy work environment, and discouraging perfectionist behaviors. This review aimed to summarize findings in studies that have investigated mental health and suicide in veterinarians and veterinary students and highlight measures that could be implemented as options for mental health promotion and suicide prevention.
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Affiliation(s)
- Carina Rodrigues da Silva
- Department of Veterinary Medicine, Universidade Federal do Vale do São Francisco, Campus of Agricultural Sciences, Petrolina, Pernambuco, Brazil
- College of Veterinary Medicine, Department of Veterinary Preventive Medicine, Ohio State University, Columbus, OH, USA
| | - Ana Amélia Domingues Gomes
- Department of Veterinary Medicine, Universidade Federal do Vale do São Francisco, Campus of Agricultural Sciences, Petrolina, Pernambuco, Brazil
| | - Thaís Rabelo dos Santos-Doni
- Department of Veterinary Medicine, Universidade Federal do Vale do Jequitinhonha e Mucuri, Unaí, Minas Gerais, Brazil
| | - Alexandre Coutinho Antonelli
- Department of Veterinary Medicine, Universidade Federal do Vale do São Francisco, Campus of Agricultural Sciences, Petrolina, Pernambuco, Brazil
| | - Rafael Felipe da Costa Vieira
- Department of Public Health Sciences, College of Health, and Human Services, University of North Carolina, Charlotte, North Carolina, United States of America
- Center for Computational Intelligence to Predict Health and Environmental Risks, University of North Carolina, Charlotte, North Carolina, United States of America
| | - Alexandre Redson Soares da Silva
- Department of Veterinary Medicine, Universidade Federal do Vale do São Francisco, Campus of Agricultural Sciences, Petrolina, Pernambuco, Brazil
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Hall EJ, Baillie S, Hunt JA, Catterall AJ, Wolfe L, Decloedt A, Taylor AJ, Wissing S. Practical Tips for Setting Up and Running OSCEs. JOURNAL OF VETERINARY MEDICAL EDUCATION 2022; 50:e20220003. [PMID: 35617627 DOI: 10.3138/jvme-2022-0003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
Objective structured clinical examinations (OSCEs) are used to assess students' skills on a variety of tasks using live animals, models, cadaver tissue, and simulated clients. OSCEs can be used to provide formative feedback, or they can be summative, impacting progression decisions. OSCEs can also drive student motivation to engage with clinical skill development and mastery in preparation for clinical placements and rotations. This teaching tip discusses top tips for running an OSCE for veterinary and veterinary nursing/technician students as written by an international group of authors experienced with running OSCEs at a diverse set of institutions. These tips include tasks to perform prior to the OSCE, on the day of the examination, and after the examination and provide a comprehensive review of the requirements that OSCEs place on faculty, staff, students, facilities, and animals. These tips are meant to assist those who are already running OSCEs and wish to reassess their existing OSCE processes or intend to increase the number of OSCEs used across the curriculum, and for those who are planning to start using OSCEs at their institution. Incorporating OSCEs into a curriculum involves a significant commitment of resources, and this teaching tip aims to assist those responsible for delivering these assessments with improving their implementation and delivery.
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Sepp K, Volmer D. Use of Face-to-Face Assessment Methods in E-Learning-An Example of an Objective Structured Clinical Examination (OSCE) Test. PHARMACY 2021; 9:144. [PMID: 34449732 PMCID: PMC8396167 DOI: 10.3390/pharmacy9030144] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/23/2021] [Revised: 08/17/2021] [Accepted: 08/18/2021] [Indexed: 01/23/2023] Open
Abstract
The spread of COVID-19 and social-distancing rules have increased the need for alternative learning environments with a focus on e-learning platforms. The objective of this study was to assess whether and to what extent the transition from traditional learning and assessment environment to the e-setting impacts the knowledge and skills acquired by students and their satisfaction with new e-solutions of taking the OSCE test. The study compared the results of three face-to-face (2018-2019) and one electronically conducted (2021) OSCE tests, as well as students' feedback on the content and organization of the tests. For data analysis the one-way ANOVA test and post hoc multiple comparisons were used. The results demonstrated the feasibility and effectiveness of and students' satisfaction with OSCE tests in the Zoom environment. However, more focus on communication techniques is required in a remote communication environment to better cover all patient health-related and drug communication aspects. There were identified differences between undergraduate students and practicing assistant pharmacists in assessing patients' health problems and providing corresponding counseling. This result points to the need to implement the continuous development of patient-centered counseling techniques in the lifelong learning of pharmacists and the need to use innovative digital solutions, if applicable.
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Affiliation(s)
| | - Daisy Volmer
- Institute of Pharmacy, Faculty of Medicine, University of Tartu, 50090 Tartu, Estonia;
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Fawaz M, Alsalamah Y. Perceptions of Lebanese nursing students and examiners regarding the Objective Structured Clinical Examination Method (OSCE) in nursing fundamentals: A mixed method study. INTERNATIONAL JOURNAL OF AFRICA NURSING SCIENCES 2021. [DOI: 10.1016/j.ijans.2021.100373] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022] Open
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Martin RD, Naziruddin Z. Systematic review of student anxiety and performance during objective structured clinical examinations. CURRENTS IN PHARMACY TEACHING & LEARNING 2020; 12:1491-1497. [PMID: 33092780 DOI: 10.1016/j.cptl.2020.07.007] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/26/2019] [Revised: 06/02/2020] [Accepted: 07/15/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION Test anxiety is well studied in higher education, but studies primarily concern traditional assessments, such as written examinations. As use of objective structured clinical examination (OSCE) in pharmacy education increases, a closer examination of non-cognitive factors such as test anxiety is warranted. The purpose of this review was to determine the association between OSCE-associated test anxiety with OSCE performance in health professional students. METHODS A literature search was conducted to identify peer-reviewed literature concerning test anxiety in health professional students associated with OSCE. Investigators searched for a combination of OSCE-related terms with anxiety-related terms using PubMed. Articles were included if they assessed OSCE-related anxiety by quantitative or qualitative methods. Data extracted from eligible articles included demographic data, type of the anxiety survey, associations between OSCE-related anxiety and performance, and other student-factors associated with OSCE-related anxiety. RESULTS The literature search yielded 339 articles. Nine articles met eligibility criteria and were included in the review. Results included students from medical, pharmacy, dental, and nursing professional programs. Anxiety was assessed via multiple scales. Six out of the eight studies assessing the relationship OSCE-related anxiety and OSCE performance found no association between the two measures. Contrary to literature concerning test anxiety in higher education, female gender was not associated with OSCE-related anxiety. CONCLUSION OSCE-related anxiety appears to have minimal to no influence on student performance. Future studies should utilize standardized anxiety assessments and should seek to understand anxiety's effects on student wellbeing and burnout.
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Affiliation(s)
- Randy D Martin
- Texas Health Harris Methodist Fort Worth Hospital, Fort Worth, Texas, United States; Department of Medical Education, Texas Christian University, Fort Worth, Texas, United States.
| | - Zahra Naziruddin
- University of North Texas System College of Pharmacy, Fort Worth, Texas, United States
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Mojarrab S, Bazrafkan L, Jaberi A. The effect of a stress and anxiety coping program on objective structured clinical examination performance among nursing students in shiraz, Iran. BMC MEDICAL EDUCATION 2020; 20:301. [PMID: 32928184 PMCID: PMC7491091 DOI: 10.1186/s12909-020-02228-9] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/08/2019] [Accepted: 09/07/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Evaluation of the competence and practical skills of nursing students, using the objective structured clinical examination (OSCE), is an integral part of the nursing education program. However, their performance could be negatively influenced by a significant level of stress and anxiety prior to the test. The present study aimed to evaluate the effect of an anxiety coping program on the OSCE performance level of first-year nursing students in Shiraz, Iran. METHODS The present quasi-experimental study was conducted among 76 nursing students; control group (n = 35) and intervention group (n = 41). To attain the study purpose, the intervention group received a pre-exam anxiety coping program that included relaxation and soothing techniques, diaphragmatic breathing training, and progressive muscle relaxation training accompanied by light instrumental music, while the control group received no intervention before the exam. Data collection instruments included a demographic characteristics form and State-Trait Anxiety Inventory (STAI) questionnaire. Demographic characteristics of the participants indicated an overall homogeneity within the study population. The STAI questionnaire was filled in before and after the OSCE and the results were compared with those of the control group. The data were analysed using SPSS software (version 22.0). P < 0.05 was considered statistically significant. RESULTS As a result of the anxiety coping program, a substantial reduction in the anxiety score (by 11.61 units) in the intervention group was observed. There was a significant difference in the pre- and post-exam anxiety scores between the control and intervention groups (P < 0.001). The anxiety coping program improved the examination results of nursing students in the final exam compared to the midterm results (an increase of 0.9487 units, P < 0.001). CONCLUSION The anxiety coping program reduced the anxiety level among nursing students and improved their OSCE results. Our findings can be utilized to better evaluate clinical activities in different medical and paramedical groups. Moreover, educators can implement such coping programs prior to evaluations in order to effectively assess the knowledge, attitude, and performance of the students.
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Affiliation(s)
- Sadaf Mojarrab
- Medical Education Department, Medical Education Development Centre, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Leila Bazrafkan
- Clinical Education Research Centre, Education Developmental Centre, Shiraz University of Medical Sciences, Sina-Sadra Halls Complex, Neshat Ave, Shiraz, Postcode: 7134874689 Iran
| | - Azita Jaberi
- Community Based Psychiatric Care Research Center, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran
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Childs-Kean L, Edwards M, Smith MD. Use of Personality Frameworks in Health Science Education. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2020; 84:ajpe7231. [PMID: 32934378 PMCID: PMC7473231 DOI: 10.5688/ajpe7231] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/21/2018] [Accepted: 02/24/2020] [Indexed: 06/11/2023]
Abstract
Objectives. To review the use of personality frameworks by educators as a tool to increase self-awareness in health professions students. Findings. After screening titles, abstracts, and/or the full text of the 415 articles identified in an initial search, 71 articles involving personality frameworks were included in the study. Several different personality frameworks, including the Five-Factor Model, Myers-Briggs Type Indicator, the Rational Experiential Inventory, and the CliftonStrengths assessment, were used in various health science education disciplines, including medicine, nursing, and pharmacy. Most publications were descriptive in nature and only reported on the personality attributes of the given research cohort. Some studies correlated personality framework results with either learning or non-cognitive outcomes. Very few studies described using personality frameworks as a tool for self-awareness and growth. Summary. While some personality frameworks have been used in health science education for multiple purposes, there is currently a lack of published evidence documenting the use of these frameworks for self-awareness in students.
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Affiliation(s)
| | - Mary Edwards
- University of Florida, Health Science Center Libraries, Gainesville, Florida
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Cosford K, Briere J, Ambros B, Beazley S, Cartwright C. Effect of Instructional Format on Veterinary Students' Task Performance and Emotional State during a Simulation-Based Canine Endotracheal Intubation Laboratory: Handout versus Video. JOURNAL OF VETERINARY MEDICAL EDUCATION 2020; 47:239-247. [PMID: 31194627 DOI: 10.3138/jvme.0618-077r1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
Video- versus handout-based instructions may influence student outcomes during simulation training and competency-based assessments. Forty-five third-year veterinary students voluntarily participated in a simulation module on canine endotracheal intubation. A prospective, randomized, double-blinded study investigated the impact of video (n = 23) versus handout (n = 22) instructions on student confidence, anxiety, and task performance. Students self-scored their confidence and anxiety before and after the simulation. During the simulation laboratory, three raters independently evaluated student performance using a 20-item formal assessment tool with a 5-point global rating scale. No significant between- or within-group differences (p > .05) were found for both confidence and anxiety scores. Video-based instructions were associated with significantly higher (p < .05) total formal assessment scores compared with handout-based instructions. The video group had significantly higher scores than the handout group on 3 of the 20 individual skills (items) assessed: placement of tie to the adaptor-endotracheal tube complex (p < .05), using the anesthetic machine (p < .01), and pop-off valve management (p < .001). Inter-rater reliability as assessed by Cronbach's α (.92), and Kendall's W (.89) was excellent and almost perfect, respectively. A two-faceted crossed-design generalizability analysis yielded G coefficients for both the handout (Ep2 = .68) and the video (Ep2 = .72) groups. Video instructions may be associated with higher performance scores than handout instructions during endotracheal intubation simulation training. Further research into skill retention and learning styles is warranted.
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Affiliation(s)
- Kevin Cosford
- Department of Small Animal Clinical Sciences, Western College of Veterinary Medicine, University of Saskatchewan
| | - Jennifer Briere
- Department of Psychology at St. Thomas More College, University of Saskatchewan
| | - Barbara Ambros
- Department of Small Animal Clinical Sciences, Western College of Veterinary Medicine, University of Saskatchewan
| | - Shannon Beazley
- Department of Small Animal Clinical Sciences, Western College of Veterinary Medicine, University of Saskatchewan
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