Teaching Tip: Improving Students' Email Communication through an Integrated Writing Assignment in a Third-Year Toxicology Course

Effect of Delivery Format on Student Outcomes and Perceptions of a Veterinary Medicine Course: Synchronous versus Asynchronous Learning

The COVID-19 pandemic prompted instruction at many veterinary schools to switch to an emergency remote teaching format to prevent viral transmission associated with in-person synchronous lectures. This study surveyed student perspectives and academic performance in a pre-planned online second-year veterinary toxicology course given at North Carolina State University in Spring 2020. This course relied on asynchronous narrated presentations for content delivery. This method of delivery predated the pandemic and was used throughout the course. Academic performance and patterns of access to materials in the online course was compared with the access patterns and performance of students given classroom-based synchronous teaching in Spring 2019. Assessments evaluated in this study were identical across courses. Students' academic performance was unaffected by delivery method. Lack of instructor interaction was an important perceived barrier in the asynchronous course. Asynchronous course materials were uniformly accessed across all days of the week, while supplemental materials for the face-to-face course showed a weekly pattern. Moving from letter grades to pass/fail did not change access frequency to supplemental course materials but led to decreased video usage in the asynchronous course. Results suggest that although some veterinary students perceived the switch in delivery format negatively, the method of delivery did not adversely affect performance in this preclinical course.

Using readability software to enhance the health literacy of equine veterinary clients: An analysis of 17 American Association of Equine Practitioners' newsletter and website articles

BACKGROUND

Veterinarians often provide supplemental healthcare information to horse owners via newsletters and website articles. However, articles written above the reading level of the intended audience contributes to misunderstanding. To ensure that the text in equine healthcare articles and brochures is consistent with the literacy of clients, veterinarians can adopt guidelines set forth by the National Institutes of Health (NIH) and the American Medical Association (AMA) for a target 6th grade readability level.

OBJECTIVES

The goal of this study was to evaluate the readability levels of a sample of American Association of Equine Practitioners' (AAEP) newsletter and website articles prepared expressly for veterinarians to download and share with their clients. Examples from these handouts are used to illustrate principles and techniques veterinary professionals can use to align their writing with the literacy of their intended audience.

STUDY DESIGN

Software-based readability analysis of 17 AAEP newsletter and website articles.

METHODS

A free online readability calculator was used to generate a consensus grade level readability score for 17 downloadable AAEP veterinary newsletter and website articles.

RESULTS

Sixteen of 17 articles were written above the recommended 6th grade reading level.

MAIN LIMITATIONS

We propose that a 6th grade readability level, as set forth by the AMA, is a reasonable target for the diverse population that makes up veterinary clients; however, there is currently no research that establishes this target for veterinary clients and the American Veterinary Medical Association (AVMA) has yet to issue a consensus statement on the subject.

CONCLUSIONS

Awareness of the issue of client literacy and use of tools such as readability analysis software can help veterinarians provide clients with 'easy-to-read' written materials that deliver a message that clients can comprehend, thus improving their health literacy and empowering them as partners in the veterinary-client relationship.