Veterinary Education during Covid-19 and Beyond-Challenges and Mitigating Approaches

Impact of the educational setting on the teaching and learning of the equine distal limb ultrasonography

The use of immersive methodologies is a trend in the educational environment, but their outcomes in the teaching-learning process need to be better understood. This study aimed to assess the impact of the educational environment on learning equine distal limb ultrasonography, comparing immersive classroom, traditional classroom, and virtual classroom. A total of 153 veterinary medicine students from the first to the third semester participated in this study. The students were divided into four groups: traditional (n = 22), immersive (n = 100), online (n = 31), and traditional-immersive (n = 15). The students completed a questionnaire before and immediately after the class. The online group had a lower average gain in correct answers compared to the others (p < 0.01). Regarding student perception, it was observed that the virtual group had the lowest satisfaction score (p < 0.001), and students in the immersive and online environments were more satisfied with the resources used compared to the traditional classroom (p = 0.01). Concluding, in the present study students showed a greater interest in environments associated with technology, and that in-person modalities resulted in significantly superior learning outcomes compared to online ones.

A Collaborative Response to the COVID-19 Challenge: Developing an International Platform for Sharing E-learning Materials for Veterinary Education

When the COVID-19 pandemic swept through Europe in 2020, veterinary educational institutions faced new challenges overnight: distance learning became imperative, and teachers were forced to develop e-learning material on the fly. As a response to the unfortunate situation, veterinary faculties at three European universities (Utrecht, Copenhagen, Helsinki) applied for and received an Erasmus+ grant to develop an international platform for sharing veterinary e-learning material. Technical and administrative challenges caused a slow start. This added to the already limited timeframe and demonstrated the obstacles involved in trying to fuse organizational, legal, digital, educational, and cultural systems across national borders. Still, within the 2-year grant period, the partners managed to establish a platform for sharing veterinary e-learning materials among veterinary schools in Europe and eventually beyond. Furthermore, a website was designed for the project, as well as a Teachers' Forum, and relevant guidelines for up- and downloading and for the creation of new e-learning material. Privacy and copyright regulations were incorporated in a consent form to be accepted before uploading material. In order to disseminate the project, three webinars were held for colleagues at European veterinary schools. The current and additional papers as well as abstracts will make the project visible and subsequently available to the veterinary community. At present, 61 teachers have registered with the Veterinary Online Collection. Hopefully, a growing community of veterinary educators will become interested in sharing teaching material and experiences across national borders, thus facilitating veterinary teaching in general and during future lock-downs in particular.

Student and Clinical Educator Perceptions of the Impacts of COVID-19 on Final-Year Veterinary Clinical Training in a Distributed Learning Model

Delivery of the fourth year clinical program at the University of Calgary Veterinary Medicine (UCVM) is facilitated through the Distributed Veterinary Learning Community (DVLC) which has underwent major revisions in response to the COVID-19 pandemic. To determine the perceptions of how COVID-19 impacted fourth-year clinical rotations, students (n = 24) and DVLC practice rotation coordinators (PRCs, n = 23) completed two questionnaires over a 7-month period. The survey consisted of demographic questions, statements ranked on an agreement scale, and open-ended questions. Two-tailed Wilcoxon signed-rank tests and frequency counts were used to analyze their responses over time. Quantitative analysis revealed that 45% students reported concerns for their mental health, 41% for their physical health, and 26% for inadequate clinical time; and 14% cover communication that heightened over a 7-month period. No trends in responses were noted with PRCs over time. Qualitative thematic analysis of students' responses showed perceived advantages of lower client-induced performance pressure (22%) and longer rotations allowing for increased case responsibility (22%). PRCs felt fulfillment while teaching (50%), enjoyed longer rotations (50%) and used this opportunity to offer future employment opportunities to students (44%). Additionally, there were concerns regarding inadequate clinical time (41%), decreased ability to practice in-person client communication skills (26%), and difficulties enforcing social distancing protocols (43%). Areas of improvement identified from this study include providing clear communication, continued academic support, and normalizing mental health care. Continued adaptations to an ever-changing pandemic landscape can help mitigate the negative effects of future outbreaks and novel situations.

Veterinary teaching in COVID-19 times: perspectives of university teaching staff

The digitalization of university teaching has been taking place for many years and, in addition to traditional teaching formats such as practicals and face-to-face lectures, more and more e-learning courses have been used in veterinary education for several years. In the context of the COVID-19 pandemic, universities across Germany had to switch to an ad-hoc, purely digital summer semester. This study evaluated the experiences and implementation of the digital summer semester 2020 at the University of Veterinary Medicine Hannover (TiHo) Foundation from the perspective of the teaching staff. In addition to the technical equipment used by lecturers, this survey also focused on the effects of the digital semester on teaching and the future practicality of digital teaching formats and strategies in veterinary education. Therefore, a questionnaire was designed and distributed among lecturers involved in the digital summer semester 2020. One hundred and three completed questionnaires were evaluated. The results of the evaluation show that teachers see huge potential in blended learning as a teaching method in veterinary education. In addition, teachers were able to digitize teaching well with the available hardware and software. The teaching staff saw difficulties above all in the loss of practical training and in the digitalization of practical exercises. Teachers also needed significantly more time to plan and implement digital teaching compared to pure face-to-face teaching. In summary blended learning offers many advantages, such as increased flexibility for students and teaching staff. In order to be able to use digital teaching methods and strategies profitably in veterinary education in the future, well thought-out didactic concepts and further technical expansion of the universities are required. In addition, the digital skills of teaching staff should be further trained and promoted.

Identification of parameters for electronic distance examinations

Introduction

This study investigates the log data and response behavior from invigilated in-person electronic timed exams at the University of Veterinary Medicine Hannover, Foundation, Germany. The primary focus is on understanding how various factors influence the time needed per exam item, including item format, item difficulty, item discrimination and character count. The aim was to use these results to derive recommendations for designing timed online distance examinations, an examination format that has become increasingly important in recent years.

Methods

Data from 216,625 log entries of five electronic exams, taken by a total of 1,241 veterinary medicine students in 2021 and 2022, were analyzed. Various statistical methods were employed to assess the correlations between the recorded parameters.

Results

The analysis revealed that different item formats require varying amounts of time. For instance, image-based question formats and Kprim necessitated more than 60 s per item, whereas one-best-answer multiple-choice questions (MCQs) and individual Key Feature items were effectively completed in less than 60 s. Furthermore, there was a positive correlation between character count and response time, suggesting that longer items require more time. A negative correlation could be verified for the parameters "difficulty" and "discrimination index" towards response time, indicating that more challenging items and those that are less able to differentiate between high- and low-performing students take longer to answer.

Conclusion

The findings highlight the need for careful consideration of the ratio of item formats when defining time limits for exams. Regarding exam design, the literature mentions that time pressure is a critical factor, since it can negatively impact students' exam performance and some students, such as those with disabilities, are particularly disadvantaged. Therefore, this study emphasizes finding the right time limits to provide sufficient time for answering questions and reducing time pressure. In the context of unsupervised online exams, the findings of this study support previous recommendations that implementation of a stringent time limit might be a useful strategy to reduce cheating.

Digital Cytology in Veterinary Education: A Comprehensive Survey of Its Application and Perception among Undergraduate and Postgraduate Students

The COVID-19 pandemic accelerated technological changes in veterinary education, particularly in clinical pathology and anatomic pathology courses transitioning from traditional methods to digital pathology (DP). This study evaluates the personal effectiveness and satisfaction, as well as the advantages and disadvantages, of DP, in particular digital cytology (DC), as a teaching method among European veterinary students, both at the undergraduate and postgraduate level, who attended digital pathology courses during and before the pandemic. A further aim is to discuss the differences between the two student groups. A Google Form survey consisting of 11 multiple-choice questions was emailed to pathology teachers and distributed to their students. Results indicated that undergraduate students showed greater digital pathology training, favouring DC as the most effective learning modality. In contrast, postgraduate students reported less digital slide training, and their preference for learning cytology was split between DC alone and DC integrated with traditional microscopy. All students experienced whole slide imaging for learning cytology slides prevalently, and they stated that DC enhanced their learning experience. While DC demonstrates personal effectiveness and satisfaction as a teaching method, it is important to not replace pathology training with light microscopy completely, as almost a third of the students indicated.

The welfare of ill and injured feedlot cattle: a review of the literature and implications for managing feedlot hospital and chronic pens

By definition, ill and injured animals are on the negative valence of animal welfare. For beef cattle kept in feedlot settings, advances in cattle health management have resulted in a greater understanding and prevention of illness and injury. However, the management of cattle once they become ill and injured is an understudied area, and there are gaps in knowledge that could inform evidence-based decision-making and strengthen welfare for this population. The aim of this review is to provide a comprehensive overview of the acquired knowledge regarding ill and injured feedlot cattle welfare, focusing on existing knowledge gaps and implications for hospital and chronic pen management and welfare assurance. Ill and injured feedlot cattle consist of acutely impaired animals with short-term health conditions that resolve with treatment and chronically impaired animals with long-term health conditions that may be difficult to treat. A literature search identified 110 articles that mentioned welfare and ill and injured feedlot cattle, but the population of interest in most of these articles was healthy cattle, not ill and injured cattle. Articles about managing ill and injured cattle in specialized hospital (n = 12) or chronic (n = 2) pens were even more sparse. Results from this literature search will be used to outline the understanding of acutely and chronically ill and injured feedlot cattle, including common dispositions and welfare considerations, behavior during convalescence, and strategies for identifying and managing ill and injured cattle. Finally, by working through specific ailments common in commercial feedlot environments, we illustrate how the Five Domains Model can be used to explore feelings and experiences and subsequent welfare state of individual ill or injured feedlot cattle. Using this approach and our knowledge of current industry practices, we identify relevant animal-based outcomes and critical research questions to strengthen knowledge in this area. A better understanding of this overlooked topic will inform future research and the development of evidence-based guidelines to help producers care for this vulnerable population.

Impact of the COVID-19 Pandemic on Teaching, Learning, Assessment, and Wellbeing in Higher Education

Lockdown restrictions and social distancing regulations enforced by governments worldwide to prevent COVID-19 transmission have caused momentous disruption to the global education sector. Educators and students across all institutions and levels had to suddenly adapt to a new reality where in-person teaching was replaced by hybrid or remote learning activities. This chapter aims to evaluate the impact of the pandemic on teaching, learning and assessment in higher education. It discusses the challenges presented by the shift to online teaching and the pedagogical strategies developed to foster student engagement and assess their progress in a remote learning setting. Moreover, this chapter explores the impact of the pandemic on wellbeing and mental health of students and academic staff. The last section draws on the lessons learned from the pandemic to identify areas of good practice that are likely to positively shape the post-pandemic higher education panorama.

A Global Survey of the Views of Practicing Companion Animal Veterinarians on Their Undergraduate Curriculum and Their Access to Continuing Education Resources

A global survey was developed to gain insight into the opinion of companion animal veterinarians about their undergraduate education and their access to continuing education on the following topics: client communication, animal welfare, surgical techniques, human-animal bond, dentistry, animal behavior, and zoonotic disease/epidemiology. In 2016, the survey was distributed via SurveyMonkey® in five languages to companion animal veterinarians around the world. A total of 1,167 respondents returned the survey. The distribution of survey responses differed by geographic region (number of respondents in parentheses; where respondents work/have been trained): Europa (including the Russian Federation, 359/423), Asia (311/205), North America (77/89), South America (24/16), Africa (46/41), and Oceania (147/167). The results were strongly influenced by a large number of respondents (in parentheses) who graduated in the Russian Federation (180/162), Australia (133/154), Israel (136/82), the Netherlands (64/64), the United Kingdom of Great Britain and Northern Ireland (36/46), and the United States of America (46/44). On the basis of the responses, all topics were poorly covered or not taught, except for surgical techniques and zoonotic disease/epidemiology, which were covered adequately or well. However, there were country and geographic regional differences. This was also true for continuing education resources, which were-in addition to countries and geographic regions-also influenced by the educational topic. As already stated by Dhein and Menon in 2003, time away from the practice, travel distance, and expense may be reasons why companion animal veterinarians do not follow continuing education. Online continuing education could fill in the gap and is more time and cost-efficient.

An Exploratory Study of the Impact of COVID-19 Pandemic Disruptions on Veterinary Medical Education

The COVID-19 outbreak forced educators worldwide to transition to remote teaching, which caught most of the instructors and students off-guard. Instructors had to quickly adapt and find effective substitute teaching methods during this unprecedented period, while students had to maintain motivation and engagement in the learning process. As with all educational levels and disciplines, teaching and assessment in veterinary medicine were forced to change during this adjustment period. The biggest concern regarding educational experiences was potential learning loss caused by the disruption. This study examined whether COVID-19 pandemic disruptions negatively impacted veterinary students' knowledge and skill acquisition in both basic science education, and clinical science education employing a quasi-experimental approach. Data sources included the results from standardized exams including Veterinary Educational Assessment (VEA®), the North American Veterinary Licensing Examination (NAVLE®), Objective Structured Clinical Examinations (OSCEs), and surveys (i.e., Senior Exit Survey, Alumni Survey, and the Employer Survey). Analysis of variance was computed to compare pre-COVID results with those attained during and after pandemic restrictions. The results indicated no statistically significant difference in student performance on standardized exams, but a significant drop in the mean scores for OSCEs. Students whose education was disrupted by COVID-19 pandemic restrictions were as much satisfied with the education they received as their peers whose education was not disrupted. Conclusions are discussed and recommendations for further research are provided.

Responses to and Reflections on Clinical Skills Teaching and Assessment during COVID-19: A Global Survey

Clinical skills are traditionally taught face-to-face with a focus on hands-on learning. The COVID-19 pandemic forced institutions to adjust their teaching and assessment. This project investigated how veterinary schools adapted clinical skills teaching and assessment, and identified resulting changes and innovations that will progress clinical skills teaching in the future. An online survey was developed and disseminated using QuestionPro. The survey was written in English, translated into French, Spanish and Chinese to encourage international participation, and was open from December 2021 to May 2022. Data were analyzed descriptively and using thematic analysis. Responses came from 91 institutions from 48 countries. During COVID-19, most institutions (70.3%) used a combination of face-to-face and synchronous online classes. Classes were cancelled at certain times by 50.5% of institutions. Almost all institutions (92.3%) provided additional support, including self-directed online learning (e.g., flipped classroom), packs of equipment for students to use at home, online peer tutoring and 'bootcamp' or catch-up sessions. Three themes were identified for beneficial changes to clinical skills teaching that will be kept: the use of the flipped classroom, students having equipment at home for practice and smaller group sizes where possible. During COVID-19, 86.8% of institutions made changes to clinical skills assessments. The use of videos for assessments was identified as a benefit that some institutions would keep. Significant challenges were experienced by teachers, including a high workload. The pandemic inevitably resulted in changes in clinical skills teaching and assessment, but the experiences gained have potential to result in long-term benefits.

Health Promotion for Students of Veterinary Medicine: A Preliminary Study on Active Microbreaks and Ergonomics Education

Occupational hazards, such as psychosocial stressors, physical injuries from human-animal interactions, and physically demanding work tasks, are common in the veterinary profession, and musculoskeletal discomfort and pain (MDP) may already be present in veterinary undergraduates. This preliminary study investigates the effects of very short, active interventions, called microbreaks, in 36 veterinary students. At the start, participants had a high prevalence of MDP, especially in the neck and lower back. Within a 12-week observational period, 6 weeks of active intervention comprised teaching microbreaks (nine strengthening, stretching, and relaxation exercises; 30-90 s each) and a weekly veterinary-specific ergonomics education and discussion. After the intervention, participants reported fewer painful body regions and an increase in their self-efficacy in potentially painful, risky, or dangerous human-animal interactions. After the 12-week observational period, participants had increased self-efficacy in the maintenance of physical health and self-protection but decreased self-efficacy in healing injuries after veterinary human-animal interactions. Participants felt to have increased and decreased control over dangerous situations with dogs and horses, respectively, although self-efficacy in handling horses increased. Participants integrated microbreaks well into their undergraduate activities and rated the topic relevant to their (later) profession. This should encourage the inclusion of similar programs in undergraduate curricula.

The Impact of the COVID-19 Pandemic on Veterinary Clinical and Professional Skills Teaching Delivery and Assessment Format

The limitations posed by the COVID-19 pandemic have been particularly challenging for courses teaching clinical and professional skills. We sought to identify how the COVID-19 pandemic has impacted the delivery of veterinary clinical and professional skills courses, including modifications to teaching and assessment, and to establish educators' perceptions of the efficacy of selected delivery methods. A branching survey was deployed to 35 veterinary schools in North America in March and April 2021. The survey collected data about curriculum and assessment in spring 2020, fall 2020, and spring 2021. Educators at 16 veterinary schools completed the survey (response rate: 46%). Educators quickly adapted curriculum to meet the requirements of their institutions and governments. Early in the pandemic (spring 2020), curriculum was delayed, delivered remotely, or canceled. Assessment methods frequently included virtual objective structured clinical examinations (OSCEs) and video-recorded skills assessments. Later in the pandemic (fall 2020, spring 2021), in-person clinical skills sessions resumed at many schools, often in smaller groups. Professional skills instruction typically remained virtual, as benefits were noted. Assessment methods began to normalize with in-person OSCEs resuming with precautions, though some schools maintained virtual assessments. Educators noted some advantages to instructional methods used during COVID, including smaller group sizes, better prepared students, better use of in-person lab time, more focus on essential course components, provision of models for at-home practice, and additional educators' remote involvement. Following the pandemic, educators should consider retaining some of these changes while pursuing further advancements, including improving virtual platforms and relevant technologies.

Self-Efficacy and Student Satisfaction in a Clinical-Year Diagnostic Imaging Course Using an Online Instruction Format

Accurate interpretation of radiographic images is critical to diagnosing clinical patients. Remote instruction in radiology has become more common at veterinary colleges as academic institutions struggle to fill open veterinary radiologist positions and as a result of the COVID-19 pandemic. This study sought to gather the feedback of fourth-year veterinary students via pre- and post-study surveys (n = 45) and focus groups (n = 7) about a newly implemented 2-week long radiology rotation. Ninety-eight percent of students reported having taken an online course before, and on both pre- and post-study surveys, students commonly reported feeling interested, determined, and attentive. On average, students reported that they were neither more nor less engaged than they would have been in an in-person course and that they understood the material neither better nor worse than they would have in an in-person course. Students reported that the key to their success was primarily hard work; secondarily, instructor availability and student ability were important. Students did not rate luck as having much influence on their success. Although diagnostic imaging can be a challenging subject to master, students effectively learned this subject through online instruction. They provided feedback for the course's continued improvement; their comments centered around improved interactivity, including providing automated quiz questions' answers and increased instructor availability. Data collected in this study will help to guide further development of the radiology course.

New virtual platform for teaching comparative animal neuroanatomy based on metameric slices of the central nervous system

With the limitations imposed by the COVID-19 pandemic, new technologies were used as methods to continue teaching and learning activities. This scenario brought forth the need to develop online tools for teaching. Therefore, this research aimed to develop a digital platform linking the knowledge about the central nervous system (CNS) anatomy from feline, equine, and sheep models. The platform was produced from the analysis of a collection of mesoscopic slides made from the sequenced cross-section of the CNS of a feline, an equine, and a sheep. All sections were analysed and stained using the Paul-Wiegert modified technique. The platform was organized in four modules: (1) Neuroanatomy of the Central Nervous System; (2) Neuroanatomy of Feline; (3) Neuroanatomy of Equine; and (4) Neuroanatomy of sheep. For each module, an explanatory document in PDF was developed, as well as video lectures and a descriptive atlas identifying the structures present in the encephalon and in the cervical part of the spinal cord. Even though there are numerous online platforms that allow the study of veterinary anatomy of different species and organs, the veterinary neuroanatomy platform presented here is the first platform that conjointly addresses the CNS anatomy of felines, equines, and sheep. Future research applying this platform as an aid to the study of neuroanatomy by students, teachers, and veterinary professionals should validate its use as a complementary tool for teaching and learning animal neuroanatomy.

Impact of COVID-19 on student attainment and pedagogical needs when undertaking independent scientific research

Research is often an essential component of completing a veterinary medicine degree, with universities worldwide aiming to teach students a variety of techniques and general research comprehension and skills. As universities worldwide navigated the COVID-19 pandemic, it was often necessary to move towards distance learning, this was employed for the research module at The University of Nottingham, School of Veterinary Medicine and Science. Following completion of their independent research project, each student cohort was sent a student evaluation of the module questionnaire and quantitative and qualitative analysis was undertaken. In addition, assessment outcomes based on dissertation grade, supervisor grade and overall module score were analysed quantitatively. This was conducted on both the individual cohorts and between the pre- and peri-pandemic groups, ranging from 2017-2018 through to 2021-2022 cohorts. The students received increased dissertation and supervisor grades (by nearly 6%) during the 2021-2022 peri-pandemic cohort, when compared to the pre-pandemic cohorts, but did differ significantly compared to the 2020-2021 cohort. The pre- and peri-pandemic Likert-scale ratings for module organisation and assessment criteria were similar, workload management and the ability to explore concepts and ideas was reduced in the peri-pandemic cohorts, whereas the accessibility to resources was increased in the peri-pandemic students compared to those taught prior to the pandemic. Student feedback can provide essential information when designing and managing research projects and when compared to assessment grades it can help us understand attainment, essential information when providing a quality university level education whilst supporting student welfare following the COVID-19 pandemic.

Development of an Online Distance Learning Platform Combining Anatomy, Imaging, and Surgical Practice to Support Mastery Learning of the Equine Locomotor Apparatus

There are many challenges in teaching veterinary anatomy, such as available classroom time, costs, and difficulties accessing animal cadavers, mainly due to animal welfare concerns. Furthermore, veterinary surgeons and radiologists complain that recent graduates lack anatomical knowledge. On the other hand, the current limitations of face-to-face teaching due to the COVID-19 pandemic suggest that the development of online distance education tools is necessary, mainly in specialties that lack this type of material. Teaching platforms promoting the integration of anatomy with other applied disciplines such as imaging and surgery in the horse were not found in the consulted literature. Therefore, this work aimed to develop an online distance education platform for studying the surgical anatomy of a horse's locomotor apparatus as a complementary tool for training students enrolled in undergraduate courses in veterinary surgery. The locomotor apparatus was chosen as the focus as it is the most commonly found in equine surgeries. Anatomical pieces referring to the locomotor apparatus were prepared. These were complemented with material related to diagnostic imaging, surgery videos, theoretical explanations, and an interactive radiological anatomy tool. Finally, all the material was uploaded to a virtual platform accessible via the Internet. The platform is expected to be a tool that helps students in surgical training and prepares them with a better understanding of anatomy and its application in surgery.

Evaluation of the COVID-19 Lockdown-Adapted Online Methodology for the Cytology and Histology Course as Part of the Degree in Veterinary Medicine

The COVID-19 pandemic and lockdown brought numerous teaching challenges requiring innovative approaches to teaching and learning, including novel modes of content delivery, virtual classrooms, and online assessment schemes. The aim of this study is to describe and assess the efficacy of the methods implemented at the University of León (Spain) to adapt to lockdowns in the context of the Cytology and Histology (CH) course for veterinary medicine undergraduate students. To evaluate the success of lockdown-adapted methodologies, we used inferential statistical analysis to compare the academic outcomes of two cohorts: 2018–2019 (traditional face-to-face—presential—learning and evaluation) and 2019–2020 (some face-to-face and some online lockdown-adapted learning and online lockdown-adapted evaluation). This analysis considered scores in both theoretical and practical exams and students’ final subject score. We also evaluated the number of logs onto the Moodle platform throughout the 2019–2020 period, as well as performing a student satisfaction survey in both courses. The use of explanatory pre-recorded lectures, continuous online self-assessment tests, and virtual microscopy (VM) may have produced significant improvements in the acquisition of histology competencies among students in the lockdown cohort. However, we need to implement further strategies to improve the assessment of students’ true level of knowledge acquisition. According to the student feedback, VM is a well-accepted resource that is perceived as a flexible and enjoyable tool to use. However, while students found that the resource enhances their ability to learn about microscopic structures, they felt that it should not completely replace optical microscopy.