Design for assessment of dissection in anatomy laboratory based on group identification of structures and peer evaluation

Dissection is a unique multisensory educational experience and is essential to learning the anatomical construction of the human and animal bodies. This study aims to introduce a specialized design for the assessment of dissection and to discuss the assessment's attributes. The design was a product of the "assessment drives learning" concept and was developed to motivate students to dissect. Students were awarded "dissection points" based on prior group dissection and identification of structures. Students' perception of the design was examined, and content analysis was performed. The assessment consisted of two parts: the first assigning each student group structures to "pin" on their previously dissected cadavers; the second was a group peer evaluation. The most critical factor for the assessment's success was careful selection of structures assigned to students to pin. The assessment was fit for the purpose, valid, reliable, and had a significant educational impact. Eighty-three percent of students (n = 116) recommended maintaining the assessment design, as they felt it promoted a deep approach to learning as well as teamwork while reducing stress to a minimum. A strong correlation (Spearman's rho = 0.46, P < 0.0001) was present between the high rating of the design and the number of structures learned, as well as, high rating and lower stress level (Spearman's rho = 0.40, P < 0.0001). There was no apparent influence of grades on student perception of the effectiveness of the assessment. This specific design of evaluation could be used as part of anatomy education in veterinary and medical schools.

Assessing the Impact of a Pilot Nutrition Curriculum on Students' Confidence and Ability to Perform Nutritional Assessments on Overweight Dogs and Cats for Use in a Veterinary Outreach Program

Obesity is a growing concern for dogs and cats. Although veterinary input is critical to prevent and manage obesity, conversations addressing overweight pets are challenging and require training to perform effectively. This study assessed the impact of a nutrition curriculum developed for use in a veterinary outreach program on student confidence and ability to perform nutritional assessments, particularly on overweight pets. The curriculum was developed by students and a Board-Certified Veterinary Nutritionist focusing on (1) performing nutritional assessments and (2) discussing the findings with owners. Initial implementation and evaluation occurred with 32 students. Pre-study and post-study surveys were conducted asking students to rank their confidence in 14 aspects related to nutritional assessments, determine opportunities for change from a case summary, and describe their experience using the materials. Five students in the outreach program performed an additional nutritional assessment and developed a plan for a hypothetical case. Results were analyzed for significance via the likelihood ratios Chi-square and Wilcoxon signed-rank tests. Students showed significant increase in confidence for 11 of the 14 questions and significant improvements at determining opportunities for change (p < .05). Feedback was positive and supported the feasibility of using the materials with the outreach program. Overall, the findings support that the curriculum provides a positive learning experience and prepared veterinary students for performing nutritional assessments and creating management plans for obese pets. This article introduces the curriculum as a successful model for providing access to additional self-paced curricular units to veterinary students.

"The SOFTVETS Competence Model" - a preliminary project report

Aim: Recent developments measured using statistics and surveys among veterinarians show that integrating key competence training into veterinary education is becoming increasingly important. This article describes the collaborative development process of the first work package within the SOFTVETS project. The SOFTVETS project aims to create a competence model and an ideal version of a soft skills curriculum that can be implemented in veterinary higher education throughout Europe. Method: In the course of a desk research phase, a literature review and an inventory of the current practice of key competence training within veterinary education was carried out. An initial set of recommendations for three competence areas was developed using the Handbook for Internal Quality Management in Competence-Based Higher Education. Finally, an alternating sequence of individual and collaborative expert reviews was carried out. Result: Experts from five European countries participated in the process. The derived competence model consisted of the following three competence areas with the corresponding number of defined competences: ten communication, nine entrepreneurial and eight digital competences. Conclusion: In the next work packages, learning objectives, teaching and assessment methods will be collected. Training concepts for facilitators to provide professional competence training will be established. In addition, an evaluation toolkit will be developed to standardise the implementation, evaluation and assessment of competence training events. The SOFTVETS competence model should help educators to be able to integrate the training of key competence training into the veterinary curriculum. This detailed list of competences can also be used as a tool to identify existing deficiencies and thus enable further curricular changes.

2D and 3D stereoscopic videos used as pre-anatomy lab tools improve students' examination performance in a veterinary gross anatomy course

The hypothesis for the research described in this article was that viewing an interactive two-dimensional (2D) or three-dimensional (3D) stereoscopic pre-laboratory video would improve efficiency and learning in the laboratory. A first-year DVM class was divided into 21 dissection teams of four students each. Primary variables were method of preparation (2D, 3D, or laboratory manual) and dissection region (thorax, abdomen, or pelvis). Teams were randomly assigned to a group (A, B, or C) in a crossover design experiment so that all students experienced each of the modes of preparation, but with different regions of the canine anatomy. All students were instructed to study normal course materials and the laboratory manual, the Guide, before coming to the laboratory session and to use them during the actual dissection as usual. Video groups were given a DVD with an interactive 10-12 minute video to view for the first 30 minutes of the laboratory session, while non-video groups were instructed to review the Guide. All groups were allowed 45 minutes to dissect the assigned section and find a list of assigned structures, after which all groups took a post-dissection quiz and attitudinal survey. The 2D groups performed better than the Guide groups (p=.028) on the post-dissection quiz, despite the fact that only a minority of the 2D-group students studied the Guide as instructed. There was no significant difference (p>.05) between 2D and 3D groups on the post-dissection quiz. Students preferred videos over the Guide.