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Küçükaslan Ö, Bulut IL, Yerlikaya N. Views on Reading and Research Habits of Veterinary Medicine Students in Turkey. JOURNAL OF VETERINARY MEDICAL EDUCATION 2022; 49:462-472. [PMID: 34033740 DOI: 10.3138/jvme-2020-0081] [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: 06/12/2023]
Abstract
Reading and research habits, together with individual and social development, some of the most important criteria of a qualified life in our age, are among the characteristics university students are expected to have. As in every profession, veterinary professional development is possible with individual development by continuous studying and researching professional topics starting in students' graduate years. This research provides perspectives from the veterinary students of six faculties in Turkey on reading and research interests. The researchers developed a 39-item questionnaire-type instrument, which was given to 1,359 students studying at Ankara, Aydın, Burdur, Samsun, Erzurum, and Bursa in Turkey; data were analyzed using statistical tests. The number of books veterinary students read in a year did not exceed five by 34% of respondents. Only 22.3% read more than 11 books. Students were most likely to read novels (26.1%) and least likely to read religious books (0.5%). We also found that more than half the students were willing to join the scientific research community (56.3%) and become research assistants (57.8%). The researchers found a positive increase in students' views on reading and research interests as grade level increased, in favor of female and urban-based participants. In conclusion, the authors recommend that students be encouraged to do research, given assignments for researching various scientific topics, and provided environments to gain lifelong learning skills. Individuals who prefer reading and research will likely contribute to their personal and professional development and to their country in general.
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Lai N, Khosa D, Jones-Bitton A, Dewey CE. Students' Experiences of Seeking Web-Based Animal Health Information at the Ontario Veterinary College: Exploratory Qualitative Study. JMIR MEDICAL EDUCATION 2019; 5:e13795. [PMID: 31702566 PMCID: PMC6874805 DOI: 10.2196/13795] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/22/2019] [Revised: 06/02/2019] [Accepted: 08/21/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND Although searching for health information on the internet has offered clear benefits of rapid access to information for seekers such as patients, medical practitioners, and students, detrimental effects on seekers' experiences have also been documented. Health information overload is one such side effect, where an information seeker receives excessive volumes of potentially useful health-related messages that cannot be processed in a timely manner. This phenomenon has been documented among medical professionals, with consequences that include impacts on patient care. Presently, the use of the internet for health-related information, and particularly animal health information, in veterinary students has received far less research attention. OBJECTIVE The purpose of this study was to explore veterinary students' internet search experiences to understand how students perceived the nature of Web-based information and how these perceptions influence their information management. METHODS For this qualitative exploratory study, 5 separate focus groups and a single interview were conducted between June and October 2016 with a sample of 21 veterinary students in Ontario, Canada. RESULTS Thematic analysis of focus group transcripts demonstrated one overarching theme, The Overwhelming Nature of the Internet, depicted by two subthemes: Volume and Type of Web-based Health Information and Processing, Managing, and Evaluating Information. CONCLUSIONS Integrating electronic health information literacy training into human health sciences students' training has shown to have positive effects on information management skills. Given a recent Association of American Veterinary Medical Colleges report that considers health literacy as a professional competency, results of this study point to a direction for future research and for institutions to contemplate integrating information literacy skills in veterinary curricula. Specifically, we propose that the information literacy skills should include knowledge about access, retrieval, evaluation, and timely application of Web-based information.
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Affiliation(s)
- Nanette Lai
- Department of Population Medicine, Ontario Veterinary College, University of Guelph, Guelph, ON, Canada
| | - Deep Khosa
- Department of Population Medicine, Ontario Veterinary College, University of Guelph, Guelph, ON, Canada
| | - Andria Jones-Bitton
- Department of Population Medicine, Ontario Veterinary College, University of Guelph, Guelph, ON, Canada
| | - Cate E Dewey
- Department of Population Medicine, Ontario Veterinary College, University of Guelph, Guelph, ON, Canada
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Eldermire ERB, Fricke S, Alpi KM, Davies E, Kepsel AC, Norton HF. Information seeking and evaluation: a multi-institutional survey of veterinary students. J Med Libr Assoc 2019; 107:515-526. [PMID: 31607809 PMCID: PMC6774543 DOI: 10.5195/jmla.2019.674] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/01/2019] [Accepted: 05/01/2019] [Indexed: 11/21/2022] Open
Abstract
Objective To practice evidence-based medicine, clinicians must be competent in information literacy (IL). Few studies acknowledge the critical role that reading strategies play in IL instruction and assessment of health professional students. The purpose of this study was to understand the information-seeking and evaluation behaviors of doctor of veterinary medicine (DVM) students in regard to scientific papers. Methods The authors studied DVM student behaviors across eight programs in North America using a web-based survey of closed- and open-ended questions about finding and evaluating scientific papers, including a task to read a linked scientific paper and answer questions about it. Results A total of 226 individuals responded to the survey. The sections of a scientific paper that were most commonly read were the abstract, introduction, and conclusions. Students who reported reading a higher proportion of scientific papers were more likely to feel confident in their abilities to interpret them. A third of respondents answered open-ended questions after the paper reading task. Respondents felt the least amount of confidence with one of the final steps of evidence-based medicine, that of interpreting the significance of the paper to apply it in veterinary medicine. Conclusions DVM students may lack the skills needed to evaluate scientific literature and need more practice and feedback in evaluating and interpreting scientific papers. Librarians who support DVM students can (1) help DVM students to efficiently evaluate scientific literature, (2) seek training opportunities in alternative modes of teaching and learning IL skills, and (3) partner with veterinary faculty and clinicians to provide students with practice and feedback in information evaluation.
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Affiliation(s)
- Erin R B Eldermire
- Head, Flower-Sprecher Veterinary Library, Cornell University Library, Veterinary College, Cornell University, Ithaca, NY,
| | - Suzanne Fricke
- Animal Health Sciences Librarian, Animal Health Library, Washington State University, Pullman, WA,
| | - Kristine M Alpi
- University Librarian, OHSU Library, Oregon Health & Science University, Portland, OR,
| | - Emma Davies
- Associate Clinical Professor, Section of Neurology/Neurosurgery Section Chief, Cornell University, Ithaca, NY,
| | - Andrea C Kepsel
- Health Sciences Educational Technology Librarian, University Libraries, Michigan State University, East Lansing, MI,
| | - Hannah F Norton
- Health Science Center Libraries, University of Florida, Gainesville, FL,
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Garner BC, Hartle DY, Creevy KE. The Educational Resource Preferences and Information-Seeking Behaviors of Veterinary Medical Students and Practitioners. JOURNAL OF VETERINARY MEDICAL EDUCATION 2019; 46:470-480. [PMID: 30789756 DOI: 10.3138/jvme.1017-150r1] [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
The overall purpose of this study was to assess the information-seeking strategies of individuals representing different stages of veterinary training. More specifically, we conducted a survey to evaluate textbook ownership, to determine the preferred types of educational resources and why these preferences exist, and to determine if changes arise as training progresses. We asked students in the veterinary curriculum, interns, residents, and recent graduates from the University of Georgia (UGA) College of Veterinary Medicine (CVM) to participate in a confidential online survey. A total of 184 individuals participated. Respondents were grouped into one of six categories: recent graduates (n = 6), interns/residents (n = 11), fourth-year students (n = 21), third-year students (n = 46), second-year students (n = 73), and first-year students (n = 27). The results showed that veterinary students used class notes and non-veterinary search engines initially, whereas interns and residents consulted textbooks and the primary literature as their first sources to answer a veterinary question. Veterinary students had accrued textbooks over sequential years in the curriculum, but many interns and residents had almost twice as many textbooks as those who had not pursued additional training after graduation. An ANOVA showed that first-year students reported a preference for printed textbooks significantly more frequently than the third-year and fourth-year students (F(5,163) = 3.265, p = .006, and p = .012, respectively). Decreased cost was most frequently cited as the factor that would increase textbook purchases.
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Affiliation(s)
| | - Diana Y Hartle
- Research & Instruction Department, Science Library, University of Georgia
| | - Kate E Creevy
- Texas A&M University, College of Veterinary Medicine & Biomedical Sciences
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Shurtz S, Fajt V, Heyns EP, Norton HF, Weingart S. Teaching Evidence-Based Veterinary Medicine in the US and Canada. JOURNAL OF VETERINARY MEDICAL EDUCATION 2016; 44:660-668. [PMID: 27415038 DOI: 10.3138/jvme.1215-199r] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
There is no comprehensive review of the extent to which evidence-based veterinary medicine (EBVM) is taught in AVMA-accredited colleges of veterinary medicine in the US and Canada. We surveyed teaching faculty and librarians at these institutions to determine what EBVM skills are currently included in curricula, how they are taught, and to what extent librarians are involved in this process. Librarians appear to be an underused resource, as 59% of respondents did not use librarians/library resources in teaching EBVM. We discovered that there is no standard teaching methodology nor are there common learning activities for EBVM among our survey respondents, who represent 22 institutions. Respondents reported major barriers to inclusion such as a perceived shortage of time in an already-crowded course of study and a lack of high-quality evidence and point-of-care tools. Suggestions for overcoming these barriers include collaborating with librarians and using new EBVM online teaching resources.
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Nielsen TD, Dean RS, Massey A, Brennan ML. Survey of the UK veterinary profession 2: sources of information used by veterinarians. Vet Rec 2015; 177:172. [PMID: 26246397 PMCID: PMC4552931 DOI: 10.1136/vr.103068] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/15/2015] [Indexed: 12/23/2022]
Abstract
Access to the most up-to-date evidence is an important cornerstone for veterinarians attempting to practice in an evidence-based manner; therefore, an understanding of what and how information is accessed is vital. The aim of this study was to identify what resources the UK veterinary profession access and regard as most useful. Based on questionnaires received from veterinarians, the Veterinary Times was nominated as most often read journal or magazine by respondents (n=3572, 79 per cent). In Practice (n=3224, 82 per cent) and the Veterinary Record (n=165, 34 per cent) were seen as most useful by clinicians, and non-clinicians, respectively. Google was the most often nominated electronic resource by all respondents (n=3076, 71 per cent), with Google (n=459, 23 per cent) and PubMed (n=60, 17 per cent) seen as most useful by clinicians and non-clinicians, respectively. The abstract and conclusion sections were the most read parts of scientific manuscripts nominated by all respondents. When looking for assistance with difficult cases, colleagues were the common information choice for clinicians. Different sections of the veterinary profession access information, and deem resources useful, in different ways. Access to good quality evidence is important for the practice of evidence-based veterinary medicine, and therefore, researchers should think about disseminating their findings in a targeted way for optimal use by the profession.
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Affiliation(s)
- T D Nielsen
- Centre for Evidence-based Veterinary Medicine, School of Veterinary Medicine and Science, The University of Nottingham, Sutton Bonington Campus, Loughborough LE12 5RD, UK
| | - R S Dean
- Centre for Evidence-based Veterinary Medicine, School of Veterinary Medicine and Science, The University of Nottingham, Sutton Bonington Campus, Loughborough LE12 5RD, UK
| | - A Massey
- Centre for Evidence-based Veterinary Medicine, School of Veterinary Medicine and Science, The University of Nottingham, Sutton Bonington Campus, Loughborough LE12 5RD, UK
| | - M L Brennan
- Centre for Evidence-based Veterinary Medicine, School of Veterinary Medicine and Science, The University of Nottingham, Sutton Bonington Campus, Loughborough LE12 5RD, UK
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Evaluation of gastroenterology and hepatology articles on Wikipedia: are they suitable as learning resources for medical students? Eur J Gastroenterol Hepatol 2014; 26:155-63. [PMID: 24276492 DOI: 10.1097/meg.0000000000000003] [Citation(s) in RCA: 40] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/10/2022]
Abstract
BACKGROUND With the changes introduced to medical curricula, medical students use learning resources on the Internet such as Wikipedia. However, the credibility of the medical content of Wikipedia has been questioned and there is no evidence to respond to these concerns. The aim of this paper was to critically evaluate the accuracy and reliability of the gastroenterology and hepatology information that medical students retrieve from Wikipedia. METHODS The Wikipedia website was searched for articles on gastroenterology and hepatology on 28 May 2013. Copies of these articles were evaluated by three assessors independently using an appraisal form modified from the DISCERN instrument. The articles were scored for accuracy of content, readability, frequency of updating, and quality of references. RESULTS A total of 39 articles were evaluated. Although the articles appeared to be well cited and reviewed regularly, several problems were identified with regard to depth of discussion of mechanisms and pathogenesis of diseases, as well as poor elaboration on different investigations. Analysis of the content showed a score ranging from 15.6±0.6 to 43.6±3.2 (mean±SD). The total number of references in all articles was 1233, and the number of references varied from 4 to 144 (mean±SD, 31.6±27.3). The number of citations from peer-reviewed journals published in the last 5 years was 242 (28%); however, several problems were identified in the list of references and citations made. The readability of articles was in the range of -8.0±55.7 to 44.4±1.4; for all articles the readability was 26±9.0 (mean±SD). The concordance between the assessors on applying the criteria had mean κ scores in the range of 0.61 to 0.79. CONCLUSION Wikipedia is not a reliable source of information for medical students searching for gastroenterology and hepatology articles. Several limitations, deficiencies, and scientific errors have been identified in the articles examined.
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Azer SA, Algrain HA, AlKhelaif RA, AlEshaiwi SM. Evaluation of the educational value of YouTube videos about physical examination of the cardiovascular and respiratory systems. J Med Internet Res 2013; 15:e241. [PMID: 24225171 PMCID: PMC3841366 DOI: 10.2196/jmir.2728] [Citation(s) in RCA: 62] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2013] [Revised: 07/13/2013] [Accepted: 09/06/2013] [Indexed: 11/20/2022] Open
Abstract
Background A number of studies have evaluated the educational contents of videos on YouTube. However, little analysis has been done on videos about physical examination. Objective This study aimed to analyze YouTube videos about physical examination of the cardiovascular and respiratory systems. It was hypothesized that the educational standards of videos on YouTube would vary significantly. Methods During the period from November 2, 2011 to December 2, 2011, YouTube was searched by three assessors for videos covering the clinical examination of the cardiovascular and respiratory systems. For each video, the following information was collected: title, authors, duration, number of viewers, and total number of days on YouTube. Using criteria comprising content, technical authority, and pedagogy parameters, videos were rated independently by three assessors and grouped into educationally useful and non-useful videos. Results A total of 1920 videos were screened. Only relevant videos covering the examination of adults in the English language were identified (n=56). Of these, 20 were found to be relevant to cardiovascular examinations and 36 to respiratory examinations. Further analysis revealed that 9 provided useful information on cardiovascular examinations and 7 on respiratory examinations: scoring mean 14.9 (SD 0.33) and mean 15.0 (SD 0.00), respectively. The other videos, 11 covering cardiovascular and 29 on respiratory examinations, were not useful educationally, scoring mean 11.1 (SD 1.08) and mean 11.2 (SD 1.29), respectively. The differences between these two categories were significant (P<.001 for both body systems). The concordance between the assessors on applying the criteria was 0.89, with a kappa score >.86. Conclusions A small number of videos about physical examination of the cardiovascular and respiratory systems were identified as educationally useful; these videos can be used by medical students for independent learning and by clinical teachers as learning resources. The scoring system utilized by this study is simple, easy to apply, and could be used by other researchers on similar topics.
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Affiliation(s)
- Samy A Azer
- Curriculum Development and Research Unit, Department of Medical Education, King Saud University, Riyadh 11461, Saudi Arabia.
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Hodgson JL, Pelzer JM, Inzana KD. Beyond NAVMEC: competency-based veterinary education and assessment of the professional competencies. JOURNAL OF VETERINARY MEDICAL EDUCATION 2013; 40:102-118. [PMID: 23709107 DOI: 10.3138/jvme.1012-092r] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
The implementation of competency-based curricula within the health sciences has been an important paradigm shift over the past 30 years. As a result, one of the five strategic goals recommended by the North American Veterinary Medical Education Consortium (NAVMEC) report was to graduate career-ready veterinarians who are proficient in, and have the confidence to use, an agreed-upon set of core competencies. Of the nine competencies identified as essential for veterinary graduates, seven could be classified as professional or non-technical competencies: communication; collaboration; management (self, team, system); lifelong learning, scholarship, value of research; leadership; diversity and multicultural awareness; and adaptation to changing environments. Traditionally, the professional competencies have received less attention in veterinary curricula and their assessment is often sporadic or inconsistent. In contrast, the same or similar competencies are being increasingly recognized in other health professions as essential skills and abilities, and their assessment is being undertaken with enhanced scrutiny and critical appraisal. Several challenges have been associated with the assessment of professional competencies, including agreement as to their definition and therefore their evaluation, the fact that they are frequently complex and require multiple integrative assessments, and the ability and/or desire of faculty to teach and assess these competencies. To provide an improved context for assessment of the seven professional competencies identified in the NAVMEC report, this article describes a broad framework for their evaluation as well as specific examples of how these or similar competencies are currently being measured in medical and veterinary curricula.
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Affiliation(s)
- Jennifer L Hodgson
- Virginia Maryland Regional College of Veterinary Medicine, Virginia Polytechnic & State University, Blackburg, VA 24061, USA.
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Arlt SP, Haimerl P, Heuwieser W. Training evidence-based veterinary medicine by collaborative development of critically appraised topics. JOURNAL OF VETERINARY MEDICAL EDUCATION 2012; 39:111-118. [PMID: 22717998 DOI: 10.3138/jvme.1111.112r] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
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.
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