bluuebunny/crossref_metadata_2025 huggingface dataset:
Group Learning Improves Case Analysis in Veterinary Medicine
Authors: Pickrell John A. , Boyer John , Oehme Frederick W. , Clegg Victoria L. , Sells Nikki
Published: January 2008

Introduction – Group learning has become important to professional students in the healing sciences. Groups share factual and procedural resources to enhance their performances.

Methodology – We investigated the extent to which students analyzing case-based evaluations as teams acquired an immediate performance advantage relative to those analyzing them as individuals and the extent to which group work on one problem led to better performance by individual students on related problems. We blinded written evaluations by randomly assigning numbers to groups of students and using removable tracers. Differences between groups and individuals were evaluated using Student’s t statistic. Similar comparisons were evaluated by meta-analysis to determine overall trends.

Results – Students who analyzed evaluations as a group had an 8.5% performance advantage over those who analyzed them as individuals. When evaluations were divided into those asking questions related to treatment, differential diagnosis, and prognosis, specific performance advantages for groups relative to individuals were 8.9%, 5.9%, and 6.1% respectively. Students who had previously been trained by group evaluations had a 1.5% advantage relative to those who received their training as individuals.

Conclusions – Answers by students analyzing evaluations as groups suggested a deeper understanding, in large part because of their improved ability to explain treatment and to conduct differential diagnosis. These improvements suggested limited abilities to use previous experience to improve present performance.
Surgical Education: Attitudes Toward Animal Use in Teaching Surgery at Louisiana State University
Authors: Hedlund Cheryl S. , Hosgood Giselle , Naugler Sasha
Published: January 2008

Concerns over the use of animals in teaching have lead to a reduction in the number of live animal laboratories. A survey of 275 students and faculty was conducted to characterize their attitude toward the use of animals in teaching surgery. Respondents favored live animal use. They believed that model laboratories were helpful in learning aseptic technique and suturing skills but less helpful in learning tissue handling, dissection, hemostasis, or anesthesia.
Using Focus Groups for Continuing Veterinary Medical Education Needs Assessment and Program Planning
Authors: Moore Dale A. , Klingborg Donald J. , Brenner James S. , Gotz Adrienne A.
Published: January 2008

Needs assessments are essential to educational program development. Methods of needs assessment include environmental scans, surveys, and focus groups. Focus groups are valuable and acceptable tools to identify learner needs. The method is a qualitative research technique that is most useful to identify the range of opinions or ideas on a topic. The purposes of this paper are to explore the literature in focus groups for continuing education research, to provide information on the reasons and methods to conduct focus groups, and to present findings of participants’ views of the focus group process.
Veterinary Medical Education and a Changing Culture
Authors: Coffman James R.
Published: January 2008

Veterinary medical education is undergoing rapid change in terms of pedagogy, the demographics of the student body, and, in turn, the membership of the profession. Central to the value of the traditional curriculum and the total student experience is the small-group environment, both in client service and in clinical rounds. It is one of the few Socratic learning experiences in higher education today. Similarly, experience in private practice is of inestimable value in terms of developing people skills and a lasting sense of service and accountability. In a generation, the student body has transformed from vanishingly small numbers of women to a predominance of female students. However, the profession still is very white, in a world becoming more and more diverse. With a predominantly white faculty and student body today, this circumstance shows little promise of rapid enough change to maintain relevance to a workforce that, a generation from now, likely will be dominated numerically by people of color. The incorporation of various worldviews and the impact of stereotyping on performance are central to issues of success and failure of minorities and, in somewhat different ways, women in the veterinary medical profession. These issues must become better understood and addressed. And to accomplish this, and to address a host of other culturally important issues, a greater diversity of worldviews must be engaged in the work and planning of veterinary medical education and the profession at large. Addressing these issues in an environment in which the values of faculty and administrators are intensely focused on the science of veterinary medicine, and in which the participants hold dear a system that places value only on teaching, research, and clinical service, is a formidable undertaking and will require substantial reconsideration of faculty role and reward systems.
A Veterinary Business Curriculum Model
Authors: Draper Donald D. , Uhlenhopp Eldon K.
Published: January 2008

The traditional veterinary curriculum has little room for business courses. Yet the success of many veterinary practice owners depends on their knowledge and application of fundamental business skills and principles. This article reports on a veterinary business systems curriculum that has been implemented at Iowa State University to address the business and life skills needs of veterinarians.
The Demographics and Evaluation of the Externship Experiences Arranged by Michigan State University Veterinary Medicine Students
Authors: Sprecher David J. , Krehbiel Janver D. , Hauptman Joe G.
Published: January 2008

Rationale for the study – The clinical curriculum at the Michigan State University (MSU) College of Veterinary Medicine encourages off-campus study. One elective, veterinary externship, allows students to arrange experiences that are expected to challenge them academically and provide realism about private practice and nontraditional employment. This study was undertaken to describe the demographics of student-arranged externships and to characterize the evaluation of our students by on-site mentors.

Methodology – Externship demographics and evaluation data were analyzed for the participants from two consecutive veterinary classes. Mentors evaluated 11 categories relating to student knowledge, ability, enthusiasm, or potential and responded to three questions.

Results – 88% of students from the classes of 1999 and 2000 elected either one or two externships. Small animal practice settings predominated; externships were frequently used to gain experience with a particular species or discipline; and non–private practice settings accounted for 21% of the total. Statistical differences among the 11 evaluation categories are reported.

Conclusions – Whether in traditional or nontraditional arenas, externships offer an effective way to give students choices in the attainment of veterinary skills, abilities, knowledge, and potential. Mentors were dedicated to their responsibilities and provided useful evaluations. In comparison to other evaluation categories, our students lacked an understanding of entry-level practice and business management concepts. Many mentors failed to equate practice and business management with the clinical education of veterinary students.
A Strategy for Developing Educational Evaluations for Learner, Course, and Institutional Goals
Authors: Henry Rebecca C. , Mavis Brian E.
Published: January 2008

The curricula for both veterinary and human medicine are undergoing review and change as a new and highly competitive practice environment influences what abilities graduates require to be successful. Concerning many is the contention that some graduates lack skills and aptitudes necessary for economic success. If significant changes are to be considered for the curricula of either profession, it will be difficult to plan for meaningful change in the absence of high-quality information about the needs of graduates and related curriculum gaps. The purpose of this article is to argue why educators should design more effective systems of evaluation that are responsive to the needs of educational program planning. One example from a medical school is described. In this case, the authors discuss how their institution’s evaluations were insufficient for answering new and important questions that go beyond traditional cognitive measures: specifically, no data set was available that allowed the institution to answer questions about practice environment and curricular innovations. More recently, institutions have become interested in learning to what extent their broad missions are accomplished or not. Similarly, academic leaders are not simply interested in performance of learners on tests of competence; they want to know more about how their graduates are doing in the practice setting. To answer questions such as these, educators must expand their systems of evaluations to address these broader themes. The authors conclude by identifying several lessons learned from their experiences in developing a new system of educational program evaluation.
An Exercise in Leadership Training for Veterinary Students Aiming for Careers In Biomedical Research
Authors: Fraser David R. , McGregor Douglas D.
Published: January 2008

A group discussion on the theme of “leadership” has been a central event in the annual Cornell Leadership Program for Veterinary Students since 1990. However, these discussions were often unfocused and did not readily demonstrate the leadership skills of distinguished guests who were invited to participate. Since 1998, a new format for this session has been developed in which students and guests are assigned individual roles in a scenario that is unfolded by a moderator over two to three hours. This role-playing exercise ensures that every student is obliged to participate and has an opportunity to practice such leadership skills as critical thinking, verbal communication, and decision making under pressure and with inadequate information. The distinguished guests, in their assigned roles, are able to interact freely with the student fellows and thus demonstrate their expertise as experienced leaders. This challenging experience has become an enjoyable part of the 10-week Leadership Program and one that shows the importance of leadership skills for those who aspire to careers in the biomedical sciences.
Adapting a Case-Based, Cooperative Learning Strategy to a Veterinary Parasitology Laboratory
Authors: Monahan Clifton M. , Yew Alice C.
Published: January 2008

Introduction – Third-year veterinary students participate in a parasitology laboratory for instruction in diagnostic techniques. Course instructors adapted a case-based, cooperative learning approach to stimulate student involvement. Previously, students worked individually but shared common equipment in small groups. Peer interactions and discussions were not inherent in the format. Specimens were provided for practicing diagnostic techniques.

Methodology – Students were assigned to cooperative learning groups of four students. Within each group, members were assigned distinct roles that rotated daily. Samples were presented as clinical cases, including history and signalment. Within groups, students performed role-specific duties and were expected to teach their component to other group members. Groups worked up their case for presentation to the class at the end of each period. Grading was unchanged from previous years, based on four individual quiz scores, two case reports, and a final practical exam.

Results – Student grades remained satisfactory and student feedback was highly favorable, the most common response being that group work enhanced understanding and that a case-based approach provided valuable clinical insights. An important comment was that peer teaching could be inconsistent; some students were concerned that important information was overlooked during the reciprocal teaching. Their recommendation was to verbalize expectations more clearly and to work with groups to facilitate reciprocal teaching.
Internationalizing Veterinary Education in the 21st Century
Authors: Jost Christine C. , Memon Mushtaq A.
Published: January 2008

This paper presents the results of a survey conducted in the spring of 2001 to assess international activities at colleges of veterinary medicine in North America. A questionnaire was sent to all 31 colleges of veterinary medicine in the United States and Canada, of which 22 responded. Of those schools responding to the survey, 86% have International Veterinary Medicine (IVM) programs and most have faculty involved in internationally oriented research (95%), in teaching IVM (74%), in mentoring veterinary students in IVM (84%), and in international consultancies (84%). Funding sources for faculty international activities include foundations, intramural funds, curriculum development grants, endowment/development funds, and sabbaticals. Foreign animal diseases are the most commonly taught international topic. The increasing importance of international veterinary issues is leading to the internationalization of the veterinary education in North America. Most IVM programs include activities of both faculty and students. Greater collaboration between faculty and programs across schools would allow schools to benefit from each other’s strengths in IVM education.
Doing the Scholarship of Teaching in Veterinary Education: Learning from Science Education Literature
Authors: Quinlan Kathleen M.
Published: January 2008

Many resources are available from other domains that are relevant to veterinary education. "Currents in Education," edited by Katherine M. Edmondson, is intended to present thought-provoking information about teaching and learning from sources outside the veterinary field. This regular feature of JVME will highlight relevant educational research published elsewhere, and provide a brief synopsis and analysis of the work and its implications for veterinary education. Submissions are welcome.
The Post Graduate Foundation in Australia: One Model of Continuing Veterinary Medical Education
Authors: Bryden Douglas , Cotton Michele
Published: January 2008

The Post Graduate Foundationa has for 37 years been the major provider of continuing education opportunities for veterinarians in Australia. The purpose of this paper is to describe the Foundation’s development, current offerings, and future, as well as to highlight the organization’s philosophy of continuing professional development (CPD).
The Case for Continuing Education in Veterinary Colleges
Authors: Lee David E.
Published: January 2008

Many resources are available from other domains that are relevant to veterinary education. "Currents in Education," edited by Katherine M. Edmondson, is intended to present thought-provoking information about teaching and learning from sources outside the veterinary field. This regular feature of JVME will highlight relevant educational research published elsewhere, and provide a brief synopsis and analysis of the work and its implications for veterinary education. Submissions are welcome.
Use of Animation-Enhanced Video Clips for Teaching Abnormal Breathing Patterns
Authors: Hawkins Eleanor C. , Hansen Bernie , Bunch Brenda L.
Published: January 2008

The ability to characterize disease of the respiratory tract accurately based on breathing pattern is helpful for the development of differential diagnoses and an efficient diagnostic plan and critical for the stabilization of patients in respiratory distress. Veterinary students do not have sufficient clinical experience to observe personally all types of respiratory diseases and their resultant abnormal breathing patterns. We developed a teaching tool, the animated breathing pattern videotape (ABV), to fill this gap. The ABV is a collection of video clips of small animal patients with normal and abnormal breathing patterns on a conventional videotape of approximately 20 minutes duration. Each video clip is shown for 20 to 40 seconds, followed by the same clip with superimposed animation of rib and diaphragm motion, followed by the initial clip again, without overlying animation. The ABV has since been used in teaching third-year veterinary students, interns, residents, practicing veterinarians, and veterinary technicians. Student evaluations and responses to questionnaires by interns, residents, practicing veterinarians, veterinary technicians, and peer reviewers have been uniformly positive.
The Foot-and-Mouth Disease Epidemic of 2001 in the UK: Implications for the USA and the “War on Terror”
Authors: Gibbs Paul
Published: January 2008

While there is no evidence to suggest that the recent epidemic of foot-and-mouth disease (FMD) in the UK and its subsequent spread to continental Europe were caused by bioterrorism, the extent of the epidemic shows that FMD could be a very powerful weapon for a bioterrorist wishing to cause widespread disease in livestock and economic disruption for the targeted country. This paper describes the epidemic. It then examines the contentious issues that arose through the use of extensive slaughter to control the epidemic and explores how, in turn, the concerns of society are being translated into a radical change in policy within the European Union with respect to the control of FMD and other foreign animal diseases.

The crisis generated by the FMD epidemic in Europe in 2001 provides many lessons to be learned for the US and highlights the need for creative thinking in research and teaching within Colleges of Veterinary Medicine to more effectively address the threat of epidemic diseases under the “new world order.” There is general agreement that the veterinary profession in the US plays a unique role in protecting the nation against epidemic livestock diseases, whether caused naturally or through bioterrorism. The profession also has a significant role in protecting the publics health, since several epidemic diseases of animals, such as Rift Valley fever, are zoonotic. However, improved financial support at the federal and state levels is urgently needed to support epidemic- diseases research and teaching in Colleges of Veterinary Medicine.
Research in Medical Problem Solving: A Review
Authors: Hardin Laura E.
Published: January 2008

This article is a review of problem-solving models that have been studied in the medical domain. These models seek to describe and evaluate the cognitive processes activated in problem solving in the medical domain and to use this knowledge to further evaluate expert–novice differences. The principle models discussed are the hypothetico–deductive, illness scripts, and the probabilistic. After reviewing these problem-solving models, the reasoning strategies identified in medical problem solving will be discussed. These strategies, forward–backward and broad-narrow, are analyzed as indicators of expert versus novice problem solving in the medical domain. Finally, the methods identified for studying medical problem solving—simulated patients, stimulated recall, think-aloud protocol, and the Pathfinder algorithm—will be discussed.
Cognitive Processes of Second-Year Veterinary Students in Clinical Case Resolution
Authors: Hardin Laura E.
Published: January 2008

Researchers have established a general understanding of the cognitive processes of individuals and have identified expert and novice problem-solving differences. This study was directed towards an evaluation of the problem-solving abilities of a cohort of students completing their second year of veterinary study in a primarily lecture-based curriculum. Problem-solving abilities were evaluated by analysis of an audiotaped think aloud of students resolving a clinical case that was progressively disclosed. Transcripts of the articulated thoughts were analyzed using a novel taxonomy to understand the problem-solving process used by the students. Although all students were at the same level of training, a variety of problem-solving strategies were identified. Comparison to prior research revealed that the students exhibited characteristics consistent with novice problem solvers when faced with ill-defined problems, though no single, consistent pattern was evident.
Are the Concepts of Andragogy and Pedagogy Relevant to Veterinary Undergraduate Teaching?
Authors: Parkinson Tim J. , St. George Alison M.
Published: January 2008

Knowles and colleagues have described teaching methods as being either teacher centered, with dependent learning (pedagogy), or learner centered, with independent learning underpinned by the learners’ experience and intrinsic motivation (andragogy). This paper argues that both models can be recognized within veterinary undergraduate programs. Veterinary students enter the program with a high level of intrinsic motivation and are prepared to invest considerably in comprehending the material that is presented to them. While this should result in learners whose behavior fits the assumptions underlying andragogy, information overload, poor communication of the relevance of material, teaching by transmission, and examination by memorization often confine learning to the dependent learning characteristic of pedagogical approaches. Students’ experience and practical ability should develop as they progress through the program. Drawing upon experience provides opportunities for both fleshing out and putting in context the declarative knowledge from the didactic components of the curriculum. Where this is achieved (either in the clinical or preclinical curriculum), students’ motivation and interest is stimulated, resulting in andragogical responses of enhanced motivation and engagement with the subject. Pedagogy and andragogy can, however, be complementary, rather than antithetical. Students enter a new subject with minimal experience and little knowledge about it, so a pedagogical methodology may be the most efficient way of initiating understanding. However, as understanding develops, an andragogical method becomes more appropriate, progressively developing students’ independence of learning. The cycle may repeat itself during the program, with the balance changing along with changes in knowledge, goals, experience, and context.
The Application of Information Technology in the Teaching of Veterinary Epidemiology and Public Health
Authors: Smith Ronald D.
Published: January 2008

Information technology (IT) is an imprecise term currently used to describe computer-based techniques for data manipulation, storage, dissemination, publication, and retrieval. IT possesses several characteristics that promote meaningful learning, including (1) just-in-time, personalized; (2) student-centered versus teacher-centric; (3) self-paced; (4) anytime, anywhere; and (5) discovery (through bibliographic and other information searches). However, if done improperly, IT-based teaching can be counterproductive. Factors to consider when evaluating the effectiveness of IT-based teaching methods include (1) content, (2) learning, (3) delivery support, (4) usability, and (5) technological.

IT has been used to support instruction in epidemiology and public health at many levels, ranging from basic computer literacy to hands-on training in epidemiological methods through computer-based problem sets, case workups, outbreak investigations, and tutorials. Online quizzes based on articles selected from practice-oriented journals have been used to promote evidencebased medicine skills, including the critical evaluation of medical claims.

As online access and delivery improve, opportunities for substantive online education and lifelong learning through IT have expanded. One of the most novel and comprehensive implementations of collaborative online sharing of educational content in epidemiology and public health is the Epidemiology Supercourse (http://www.pitt.edu/~super1/). More than 9,000 faculty from 118 countries have contributed to an online library of more than 700 lectures with quality control and adherence to accepted pedagogic principles. The goal is to improve teaching and research in epidemiology and public health worldwide. Although the focus is on human medicine, the concepts, methods, and principles can easily be applied to veterinary medicine.

The Association for Veterinary Epidemiology and Preventive Medicine (AVEPM) seeks to heighten awareness of issues in veterinary epidemiology and public health education among veterinary educators through various forums, symposia, and workshops. The AVEPM Web site (http://www.cvm.uiuc.edu/avepm/) includes a listing of educational software and Web sites supporting epidemiology and public health education.
Developing Interactive Course Web Sites for Distance Education and Characteristics of Students Enrolled in Distance Learning Courses
Authors: Diwakar Vikas , Ertmer Peggy A. , Nour Abdelfattah Y.M.
Published: January 2008

The ubiquity of the Internet has made disseminating information across geographical boundaries a relatively easy task. Apart from text-based materials, the Internet provides an easy means to transmit images, sound, video, and other multimedia content to a global audience, making it an ideal medium for establishing distance learning programs. Two Internet-based distance learning courses were developed to teach animal physiology to veterinary technicians in the School of Veterinary Medicine at Purdue University. These distance learning course sites are designed to take advantage of multimedia technology to enhance students’ learning experiences. Multimedia has been used in education to make the learning process more engaging and interactive. The two course sites have a number of multimedia features that complement the textual subject matter. This article describes the features of the course Web sites and summarizes our experiences in designing and conducting Web-based physiology courses to distance learners. In addition, we describe the characteristics of our distance learning students.
International Cooperation in Veterinary Public Health Curricula Using Web-Based Distance Interactive Education
Authors: Lipman Len J. , Barnier Valérie M. , de Balogh Katalin K.
Published: January 2008

The expanding field of Veterinary Public Health places new demands on the knowledge and skills of veterinarians. Veterinary curricula must therefore adapt to this new profile. Through the introduction of case studies dealing with up-to-date issues, students are being trained to solve (real-life) problems and come up with realistic solutions. At the Department of Public Health and Food Safety of the Veterinary Faculty at the University of Utrecht in the Netherlands, positive experiences have resulted from the new opportunities offered by the use of information and communication technology (ICT) in education. The possibility of creating a virtual classroom on the Internet through the use of WebCT software has enabled teachers and students to tackle emerging issues by working together with students in other countries and across disciplines. This article presents some of these experiences, through which international exchange of ideas and realities were stimulated, in addition to consolidating relations between universities in different countries. Long-distance education methodologies provide an important tool to achieve the increasing need for international cooperation in Veterinary Public Health curricula.
Determinants of Adoption and Euthanasia of Shelter Dogs Spayed or Neutered in the University of California Veterinary Student Surgery Program Compared to Other Shelter Dogs
Authors: Clevenger Jaime , Kass Philip H.
Published: January 2008

Limited economic resources and pet overpopulation force animals shelters to consider euthanasia of adoptable animals every day. Veterinary medical schools can play a positive role in increasing pet adoption and combating overpopulation by providing free neutering for shelter animals. This retrospective cohort study illustrated that the cooperative efforts of a veterinary medicine surgical teaching program and local animal shelters decreases euthanasia of adoptable pets.

At the University of California, Davis (UCD), shelter dogs are neutered by veterinary students and then returned to the shelter for adoption. The rates of adoption and euthanasia of the dogs neutered at UCD were contrasted with a comparison shelter group to determine the effect of pre-adoption neutering. The UCD-neutered dogs had a lower rate of euthanasia than the comparison shelter group at the shelters investigated. At Sacramento County Animal Care and Regulation, 73% of the UCD group but only 36% of the comparison group were adopted. At Yolo County Animal Services, 71% of the UCD group and 45% of the comparison group were adopted. The sex of an animal did not significantly affect the rate of euthanasia. Dogs that were predominantly pit bull, rottweiler, or chow chow breeds had higher rates of euthanasia than other breeds, independent of neuter status. Also, juveniles (less than one year old) had lower rates of euthanasia than adults, independent of neuter status. UCD adult dogs had lower rates of euthanasia than comparison adults.

Post-surgical UCD dogs spent a longer average time in the shelter before adoption (15 days at Sacramento; 16 days at Yolo) than the comparison dogs (11 and 12 days, respectively). UCD dogs also spent a longer average time in the shelter before euthanasia (18 and 25 days, respectively) than the comparison dogs (13 days at both shelters). Lower probabilities of euthanasia for behavioral or medical reasons were found for UCD dogs than for the comparison dogs. The probability of euthanasia for reasons of space limitations increased with time in shelter for both groups. In this study, pre-adoption neutering increased adoptions without increasing the probability of medical or behavioral euthanasia.
Veterinarians and Public Health: The Epidemic Intelligence Service of the Centers for Disease Control and Prevention, 1951–2002
Authors: Pappaioanou Marguerite , Garbe Paul L. , Glynn M. Kathleen , Thacker Stephen B.
Published: January 2008

Public health affords important and exciting career opportunities for veterinarians. The Epidemic Intelligence Service Program (EIS) of the Centers for Disease Control and Prevention (CDC) is a two-year post-graduate program of service and on-the-job training for health professionals, including veterinarians, who are interested in careers in epidemiology and public health. EIS serves as a major point of entry into the public health arena. Veterinarians applying to the program must have a Master of Public Health or equivalent degree, or demonstrated public health experience or course work. EIS officers are assigned to positions at CDC headquarters or in state and local health departments. During two-year assignments, they are trained in applied epidemiology, biostatistics, conducting outbreak investigations, emergency preparedness and response, and scientific communications. They conduct epidemiologic outbreak and other investigations, perform applied research and public health surveillance, serve the epidemiologic needs of state health departments, present at scientific and medical conferences, publish in the scientific literature, and disseminate vital public health information to the media and the public. EIS officers apply their training and skills to actual public health problems and issues, establish mentorships with recognized experts from CDC and other national and international health agencies, and travel domestically and internationally. From 1951 to 2002, 195 veterinarians have graduated from the program and gone on to make substantial contributions to public health in positions with federal, state, or local governments, academia, industry, and non-governmental organizations.
Reflections on the Trends in Education and Research in Small Animal Reproduction in Europe
Authors: Rodríguez-Martínez Heriberto
Published: January 2008

An open questionnaire-based survey was performed among 86 institutions of veterinary education in 32 European countries: 15 within the European Union (EU) and 17 outside the EU, in Central and Eastern Europe and the European Free Trade Association (EFTA). The survey aimed to provide a view of the general status of education and research in small animal reproduction (SAR) in Europe. It further aimed to disclose whether ongoing trends in organization (e.g., from the classical animal reproduction discipline orientation [DO] toward a species-oriented [SO] organization) among veterinary colleges responsible for undergraduate education and research in SAR have affected the provision of clinical services, continuing professional development (CPD), specialization, post-graduate education, and research. Response rates reached 80% among EU institutions and 48.4% in other countries (overall response rate = 68.6%). A clear, significant majority of institutions (> 60%) were DO, with a well-defined comparative subject in the veterinary curriculum. No differences were reported for either orientation in their ability to provide undergraduate education or clinical services in SAR. However, more DO institutions reported active research in SAR than their SO counterparts. Similar (and stronger) differences were seen for post-graduate education, CPD, and participation in specialization programs (national or European). Finally, more DO than SO institutions provided assisted reproductive technologies (ARTs), such as AI with frozen semen, to customers. The analysis of the data emanating from the respondents’ perceptions, supports the advantages of the more classical, DO-based approach. The results highlight the need for caution when institutions abandon the comparative benefits of the classical DO animal reproduction subject for a SO approach, which tends to prioritize clinical specailized service rather than research and research education. In the author’s opinion, in the absence of the data generated by comparative research and used in research education and the development of new technologies in SAR, there is a risk that sound science-based academic preparation for undergraduates and candidates for post-graduate research education is constrained. To counteract these negative trends, SAR must be recognized as a very important branch of the department of animal reproduction. Access to resources, personnel for teaching and research, and curriculum space should be made available in order to provide the basis for relevant post-graduate training, specialization, and research.
Informative Evaluation of the Teaching Skills of the Faculty at Alfort Veterinary School
Authors: Toma Bernard , Begon Dominique , Fontaine Jean-Jacques , Rosenberg Dan
Published: January 2008

A quantitative method for the informative evaluation of teaching activities was devised using a survey from 33 experts. It is based on an evaluation, by students and two peers, of the four steps of the instructional methodology: analysis of training needs, statement of learning objectives, delivery of teaching session, and testing of student performance. Faculty evaluation is optional, and results are strictly confidential. Results of a three-year trial of this protocol at the Alfort veterinary schoolare presented and discussed. Each year the method has been assessed and some changes have been implemented. It is now felt that evaluation questionnaires for lectures and tutorial sessions have been validated, while those for laboratories and clinical teac hing have to be tested through a larger number of settings. A the same time, a change from informative to summative evaluation is under consideration.
The Accreditation System for Colleges of Veterinary Medicine in Mexico and a Comparison with the AVMA System
Authors: Berruecos José M. , Trigo Francisco J. , Zarco Luis A.
Published: January 2008

This article reviews the evolution of veterinary medicine in Mexico in order to explain the foundation of the National Council for Veterinary Medicine Education (CONEVET). This institution performs college accreditation and professional certification procedures in the country. The accreditation process for colleges of veterinary medicine in Mexico is described, and the results obtained to date are presented. A comparative analysis of veterinary education in Mexico and the United States is also presented. The veterinary college accreditation processes of the two countries are compared and their differences analyzed.
Veterinary School Admission Interviews, Part 3: Strategies for Increasing Interview Validity
Authors: Lewis Robert E. , van Walsum Kimberly L. , Spafford Marlee M. , Edwards Janine C. , Turnwald Grant H.
Published: January 2008

The veterinary school admission interview is a widely used selection tool, yet concerns persist about its reliability, validity, and cost. Relative to medicine, optometry, and dentistry schools, veterinary schools have been more likely to conduct panel interviews and to fix the interview’s weight in selection decisions, strategies that increase interview validity. This article provides strategies for further increasing the veterinary school interview’s validity. Interview reliability and validity studies point to key strategies the veterinary school admissions committee can implement before the interview: (1) establishing the interview’s purpose( s); (2) conducting a “job” analysis to identify desirable candidate skills, knowledge, and attributes; (3) developing a structured and panel interview where interviewers, if possible, are blind to other admission data; (4) training interviewers; (5) setting a reasonable interview schedule; and (6) determining methods for analyzing applicant data. During the interview, interviewers should proceed through a structured series of steps: (1) open the interview with a specified agenda; (2) probe for information using structured questions and anchored rating scales; (3) close the interview to allow for candidate questions; and (4) evaluate the interview data. After the interview, the admissions committee should (1) analyze the interview data within and across interviewers and (2) analyze the data across all selection tools in order to assign relative weights to the selection tools.
Levels of Continuing Veterinary Medical Education Program Evaluation: Assessing a Course on Dairy Reproductive Management
Authors: Moore Dale A. , Gilbert Robert O. , Thatcher William , Santos Jose Eduardo , Overton Michael W.
Published: January 2008

There are four different levels of continuing education program evaluation: participant perceptions of the program or course; participant competence with new skills, knowledge, and abilities; participant performance or change in behavior; and health care or client outcomes, such as resultant changes in patient care or herd/flock production performance. The purpose of this article is to describe different levels of evaluation and demonstrate some methods used in evaluating a continuing veterinary medical education (CVME) course in dairy reproductive management. Participants’ learning needs were assessed using learning stage theory and a pre-test of knowledge. Post-program assessments included a test of knowledge, a satisfaction survey, a commitment to change, and self-reported behavior change. The results of the evaluation indicate that self-reports of learning needs do not necessarily reflect actual needs and that satisfaction with a course does not necessarily indicate behavior change. Providers of CVME must recognize the value of program evaluation, as well as the advantages and disadvantages of different evaluation methods.
The Zodiak Workshop: An Innovative Model for Teaching Financial Management Through Partnership with Industry
Authors: Lloyd James W. , Frawley Suzanne L. , Neer Charles A. , Merle Christine , Goebel Richard A.
Published: January 2008

The National Commission on Veterinary Economic Issues (NCVEI) is working to enhance the non-technical skills, knowledge, aptitudes, and attitudes (SKAs) of veterinarians. This report describes the development of an innovative model for teaching the principles of financial management as they apply to the veterinary practice. Zodiak: The Game of Business Finance and Strategy is a “business literacy” game in which players work together in small teams (generally four people) to run a fictional multi-milliondollar company called Zodiak Industries for three “years” in order to learn principles of business finance and strategy. After finishing the 4.5-hour game, participants spend the rest of the workshop making the right “Connections”–exercises designed to connect what they have learned to business strategies, financial statements, and operational tactics drawn from veterinary practice. Issues addressed for the veterinary practice, with parallels drawn to Zodiak, included return on owner investment in a veterinary practice (vs. salary drawn by owner veterinarians); pricing (setting prices, price elasticity of demand, and relationships between volume, quality, and price); human resources and operations management as they relate to profitability and efficiency; cash flow and management of accounts receivable; and commonly used financial benchmarks. Workshop venues have included Michigan State University, The Ohio State University, the University of Illinois, and Purdue University. Financial and in-kind support were provided through partnership with Pharmacia Animal Health (now Pfizer Animal Health) and Hill’s Pet Nutrition, Inc. Through course evaluations, participants generally rated the workshop high as an educational experience and indicated that the most important things learned were related to financial management (principles, terminology, and methods). The most enjoyable aspects of the workshop tended to be group discussions, teamwork, the dynamic/interactive environment, and the “game” atmosphere. Based on these experiences, the Zodiak workshop provides a useful model for teaching career development and practice management topics to veterinary students. The business simulation in a workshop format was especially useful for teaching these “non-mainstream” topics, as traditional classroom lecture approaches might not have engaged students sufficiently to achieve effective learning. In addition, the partnership developed between academia and industry offered substantial benefits to both parties. Similar educational approaches should be considered for additional aspects of the non-technical SKAs.
Future Directions in the European Union for Veterinary Education as Related to Food-Producing Animals, with Special Reference to Greece
Authors: Kyriakis Spyridon C. , Alexopoulos Constantinos , Tassis Panayiotis D. , Tzika Eleni D. , Kritas Spyridon K. , Burriel Angeliki R.
Published: January 2008

During the past 50 years, procedures for raising food-producing animals have changed. Intensification of food production was necessary to keep prices low and to fulfill market demands for the continuously increasing worldwide population. Intensification of farming procedures produced many new problems, some of which had a considerable impact on public opinion about how animals are raised and how food of animal origin is produced and preserved. “Man made diseases” of animals such as bovine spongiform encephalopathy (BSE); contamination of foods with dioxins either through contamination of animal feeds or from the environment; and increased microbial resistance to drugs used for treatment, for prophylaxis of animals from infectious agents, and for growth promotion are some well-known hazards of intensified farming.

Veterinarians working on food-producing animals are faced with an increased demand for foods of high quality and safety in developed countries, and higher quantities in the rest of the world. These qualitative and quantitative changes indicate that they must adjust to these new conditions. They will be most successful if their education is adjusted to meet the challenges that the public has created for them through new concepts of the production of food of animal origin. One such concept is the production of foods under fully certified procedures from the farm to the consumer’s table. Food safety measures protecting public health will better be achieved if the education of the future veterinarian includes the principles of Hazard Analysis Critical Control Points (HACCP) starting at farm level. This article provides some market-driven ideas in this direction for European Union (EU) countries, including Greece.
Observations of Veterinary Medicine Students’ Approaches to Study in Pre-clinical Years
Authors: Ryan Marion T. , Irwin Jane A. , Bannon Finian J. , Mulholland Clive W. , Baird Alan W.
Published: January 2008

Rationale for this study – This study has two purposes. The first is to explore an instrument of evaluation of the approaches to study (deep, strategic, and surface) adopted by students in the pre-clinical years of their veterinary degree program. The second is to examine relationships between these approaches and a broad range of further factors deemed relevant to the veterinary medicine context. We envisage that a greater knowledge of how these students learn will aid curriculum reform in a way that will enrich the learning experience of veterinary students.

Methodology – A questionnaire consisting of the 52-question Approaches to Study Inventory (ASI) and an additional 49 questions relating mainly to teaching, assessment, and study skills was distributed to 215 veterinary medicine (MVB) students in their pre-clinical years of study. Factor analysis was used to ensure that the ASI section of the questionnaire maintained previously reported structure. The internal reliability of the approaches measured was tested using Cronbach alpha analysis. The approaches were described as frequency distributions. Associations between the parameters (deep, strategic, and surface) and 49 additional context-specific factors were investigated using loglinear analysis.

Results – (1) Factor analysis revealed that the integrity and structure of the instrument in this context was generally comparable to previous studies. (2) The impact of a high workload was evident in the surface approach, with fear of failure becoming a strong motivating factor and syllabus boundness a widely used strategy. (3) Associations made between the approaches and 49 context-specific factors showed strong associations between both workload and lack of prior knowledge with the surface approach. (4) Grades were associated positively with both the deep and strategic approaches but negatively with the surface approach. (5) A range of learning and study skills were associated positively with the deep and strategic approaches and negatively with the surface approach.

Conclusion – The ASI proved to be a reliable and insightful instrument, highlighting specific surface learning tendencies present in the group as well as a deep learning approach, the pattern of which deviates from previous studies on this subject. This study also confirms the value of some teaching practices as a means of supporting deep learning and perhaps challenging surface learning strategies. The prevalent perception of a high workload is notable, as is its positive association with surface learning.