bluuebunny/crossref_metadata_2025 huggingface dataset:
Resident Selection within the American College of Veterinary Ophthalmologists
Authors: Davidson Harriet J. , Koch Seth A.
Published: January 2008

A survey of Diplomates from the American College of Veterinary Ophthalmologists, which train residents, confirms that subjective criteria are most commonly used in selecting new residents. The ophthalmologist(s) who oversee(s) the training was/were primarily responsible for resident selection. In general, Diplomates seemed to be searching for a resident who was intelligent, could communicate well, was hard working, and had good interpersonal skills. The most important part of an application was the letters of recommendation, with the most important consideration being how well the person doing the selecting knew the author of a letter. The current process of resident selection does result in a majority of residents’ completing their programs and ultimately becoming Diplomates of the American College of Veterinary Ophthalmologists.
Animal Behaviour Learning Environment: Software to Facilitate Learning in Canine and Feline Behaviour Therapy
Authors: McGreevy P.D. , Torre P.K. Della , Evans D.L.
Published: January 2008

Interactive software has been developed on CD-ROM to facilitate learning of problem formulation, diagnostic methodology, and therapeutic options in dog and cat behavior problems. Students working in small groups are presented with a signalment, case history, and brief description of the problem behavior as perceived by the client. Students then navigate through the case history by asking the client questions from an icon-driven question pad. Animated video responses to the questions are provided. Students are then required to rate the significance of the questions and answers with respect to the development of the unwelcome behavior. Links to online self-assessments and to resource materials about causation and treatment options are provided to assist students in their decision-making process. The activity concludes with a software-generated e-mail submission that includes the recorded history, diagnosis, and recommended treatment for assessment purposes.
The Use of Information Technology in Large Animal Veterinary Education
Authors: Dascanio John J.
Published: January 2008

To facilitate large animal veterinary education, information technology has to connect the classroom to the farm. Technology needs to be portable, durable, and cost-effective. Dairy production medicine was one of the first areas in veterinary medicine to use computers to manage large sets of milk production-related data. Now equine practice has embraced technology in almost every diagnostic imaging methodology. The personal desktop assistant (PDA) has allowed students to take large volumes of information with them during clinical rotations. The technology is advancing so quickly that it is difficult to keep up with new software and hardware developments, let alone purchase the most current versions. This article reviews information technology as it is used in large animal practice and, consequently, in large animal veterinary education.
Use of Interactive Online Histopathology Modules at Different Stages of a Veterinary Program
Authors: Schoenfeld-Tacher Regina M. , McConnell Sherry L. , Schultheiss Patricia C. , Schultheiss Ted
Published: January 2008

A mixed-method educational research study was conducted to evaluate the use of a series of online histopathology modules by students at two levels in a professional veterinary medical program. The materials were hypothesized to support student learning of histopathology concepts by facilitating “dual coding” of the content, since they provide both visual and verbal information. Second- and fourth-year professional veterinary students were surveyed about their perceptions of the effectiveness, efficiency, and appeal of the online modules. A historical comparison of final grades in the second-year pathology course, “Biology of Disease,” was conducted to evaluate the impact of the materials on academic outcomes. Think-aloud interviews were conducted with the fourth-year students in which the researcher observed the students interacting with the materials and asked them to “tell me what you’re thinking as you use the modules.” Survey results show that the only area in which the two student groups quantitatively rated the materials differently was their perception of how the materials complemented their learning. In contrast, the qualitative data indicate that advanced students used and perceived the materials differently, perhaps because of their greater metacognitive skills and pre-existing knowledge. We concluded that these findings can be attributed to the manner in which students approached the materials: the fourth-year students felt the materials were less relevant because they did not directly correspond to cases they were seeing, while the second-year students appreciated their relevance to topics in the pathology course. There was no significant difference in final exam performance for the group of students that used the supplemental online modules and the prior four years’ classes, who did not have access to the materials. Overall, this study demonstrated that it is possible to create a set of materials to be used by multiple audiences, provided the needs of each group are taken into consideration during the design process.
The Needs for Public Health Education: Reflections from the 27th World Veterinary Congress
Authors: Russell Leon H.
Published: January 2008

The needs for public health education are addressed based on papers presented at the 27th World veterinary Congress held in Tunis, Tunisia, on September 25–29, 2002. The article first summarizes the public health problems presented from developing countries, followed by the problems from developed countries. A summary of the solutions proposed or practiced by each group of speakers is presented. On the basis of the problems and solutions presented, the author suggests how education can address the problems and their solutions.

The dichotomy between developed and developing countries is not new, but educational advances in veterinary public health (VPH) are required to provide the citizens of all countries with safe food and less risk of zoonotic diseases. This is true when a country is too poor to have adequate veterinary services for good food safety and preventing major zoonoses, or is a wealthy country plagued by the emerging pathogens associated with modern intensive agriculture systems.
Needs, Difficulties, and Possible Approaches to Providing Quality Clinical Veterinary Education with the Aim of Improving Standards of Companion Animal Medicine in Sri Lanka
Authors: Obeyesekere Nalinika
Published: January 2008

Companion animal medicine has now gained prominence in Sri Lanka as a result of an increased public interest in pets; however, veterinary education has not kept pace with current developments. The main constraints faced by the veterinary education system are those common to all university education in Sri Lanka. Changes in the current system, though important, depend heavily on political will and vision, which are not forthcoming in the near future. It is therefore both necessary and important that the private sector provide the impetus to improve standards of veterinary medicine in Sri Lanka. The immediate focus should be on improving the skills of practitioners through clinically based continuing education programs. Later, more specialized and intensive programs may be initiated. Interaction and sharing of knowledge with more developed countries are critical in leading the way to improved standards of companion animal medicine in Sri Lanka.
Insights into the Future Generation of Veterinarians: Perspectives Gained From the 13- and 14-Year-Olds Who Attended Michigan State University’s Veterinary Camp, and Conclusions about Our Obligations
Authors: Sprecher David J.
Published: January 2008

Veterinary medicine is at a crossroads: the future of the profession will be determined by those who join it and by those who select who will join it. Veterinary schools are the gatekeepers of the profession, and the entire veterinary profession is responsible for ensuring that the image it presents to those who will join it matches the social needs that it must serve.

The application process for a Michigan State University College of Veterinary Medicine (MSUCVM) academic summer camp provided an opportunity to discern attributes of the 314 eighth-grade students who attended in 2000–2002. A re-reading of their application essays allowed clustering of similar descriptions and comments about motivations to attend the camp, interests in science, interactions with animals, and exposure to veterinarians and veterinary medicine. Many veterinary camp attendees will be undergraduate students by 2005/2006 and will be applying to colleges of veterinary medicine between 2008 and 2010. Therefore, an understanding of their attributes is germane to discussions about desirable characteristics of veterinary college applicants.

Although the camp was designed to attract eighth graders interested in science and curious about veterinary medicine, attendees frequently described veterinary medicine as their career goal. These students (89.5% female, 95.6% residents of Michigan) enjoyed science, but their interest in veterinary medicine related to emotions such as a love of animals and sympathy for sick or injured animals (96.1%). They discussed having pets in their homes (75.5%), involvement with horseback riding (20.7%), experiences with animal-related projects and activities in 4-H (17.2%), and husbandry experience at farms or stables (16.2%). Although 22.6% had already shadowed a veterinarian and 12.8% described receiving other forms of veterinary mentoring, 22.9% commented on their inability to gain shadowing exposures prior to age 16.

Based on the results of this survey and years of working with adolescents interested in veterinary medicine, the author offers conclusions about mentoring youth with an interest in veterinary careers.
An Attempt to Estimate Students’ Workload
Authors: Pogacnik M. , Juznic P. , Kosorok-Drobnic M. , Pogacnik A. , Cestnik V. , Kogovsek J. , Pestevsek U. , Fernandes T.
Published: January 2008

Following the recent introduction of the European Credit Transfer System (ECTS) into several European university programs, a new interest has developed in determining students’ workload. ECTS credits are numerical values describing the student workload required to complete course units; ECTS has the potential to facilitate comparison and create transparency between institutional curricula. ECTS credits are frequently listed alongside institutional credits in course outlines and module summaries. Measuring student workload has been difficult; to a large extent, estimates are based only upon anecdotal and casual information. To gather more systematic information, we asked students at the Veterinary Faculty, University of Ljubljana, to estimate the actual total workload they committed to fulfill their coursework obligations for specific subjects in the veterinary degree program by reporting their attendance at defined contact hours and their estimated time for outside study, including the time required for examinations and other activities. Students also reported the final grades they received for these subjects.

The results show that certain courses require much more work than others, independent of credit unit assignment. Generally, the courses with more contact hours tend also to demand more independent work; the best predictor of both actual student workload and student success is the amount of contact time in which they participate. The data failed to show any strong connection between students’ total workload and grades they received; rather, they showed some evidence that regular presence at contact hours was the most positive influence on grades. Less frequent presence at lectures tended to indicate less time spent on independent study. It was also found that pre-clinical and clinical courses tended to require more work from students than other, more general subjects.

While the present study does not provide conclusive evidence, it does indicate the need for further inquiry into the nature of the relationship between teaching and learning in higher education and for evaluation of the benefits (or otherwise) of more “self-directed” study.
Developing a Classification Tool Based on Bloom’s Taxonomy to Assess the Cognitive Level of Short Essay Questions
Authors: van Hoeij Maggy J.W. , Haarhuis Jan C.M. , Wierstra Ronny F.A. , van Beukelen Peter
Published: January 2008

The cognitive level of short essay questions taken from assessments of two veterinary courses at the Faculty of Veterinary Medicine of Utrecht University (FVMU) was evaluated using a simplified classification tool based on the taxonomy of Bloom. Classifications were made by teaching staff members (subject matter experts, or SME) and by faculty members not involved in teaching the course (non–subject matter experts, or NSME). To compare the cognitive level assigned by raters in the SME group to that assigned by the NSME group, each test item was assigned a modal taxonomic level. The results indicate that the agreement level between a pair of raters within a group (SME or NSME) differed (34% to 77% and linear weighted Cohen’s kappa coefficient 0.12 to 0.60). The agreement level on the modal taxonomic level between the SME and NSME groups for the two courses was 65% and 73%, with a linear weighted Cohen’s kappa coefficient of 0.43 and 0.63 respectively. The requirement of expertise of a subject for classification is discussed. The introduction of the classification tool had a positive effect on teaching staff members’ awareness of the importance of the cognitive level of assessments. Improvements to the classification tool to obtain higher agreement levels are proposed.
Evaluating the Curriculum of the Veterinary School of Firat University, Turkey, in Terms of Professional and Technical Skills
Authors: Özen Abdullah , Kalin Recep , Atil Eray , Yerlikaya Halis , Seker Ibrahim , Çetinkaya Burhan
Published: January 2008

A significant portion of the problems faced by veterinarians is related to communication. These problems are intensely experienced between veterinary practitioners and animal owners; yet no lectures or courses aiming to improve professional skills are available in the curriculum of veterinary schools in Turkey. In this study, all students currently enrolled at, and 1992 and 1998 graduates of, the Veterinary School of Firat University (VSFU), Turkey, were surveyed to evaluate the attitudes of veterinary students and graduates toward technical and professional skills. Data were collected from 581 students and 61 recent graduates via personal interviews with students and questionnaires mailed to graduates; information was obtained about participants’ technical and professional skills. The overall response rate was 85%. The results show that learning about technical and professional skills is highly valued; competence and comfort in skill sets are associated with comfort in establishing communication with instructors. Positive correlations were also noted between feeling comfortable with and feeling competent in both skill sets. In conclusion, it appears to be essential to introduce courses addressing improvement of professional skills to the curriculum of veterinary schools in Turkey, given that a successful veterinarian profile requires feeling competent in and comfortable with both technical and professional skills.
Residency Selection Perceptions Held by Diplomates of the American College of Veterinary Ophthalmologists and Veterinary Ophthalmology Residency Applicant Data
Authors: Davidson Harriet J.
Published: January 2008

Diplomates from the American College of Veterinary Ophthalmologists (DACVOs) who do not select residents concur with DACVOs involved in the selection of residents that it is a subjective process. Both groups believe that residents are selected on the basis of their perceived intelligence, hardworking attitude, and effective communication skills, along with the impression that the resident will fit well into a particular work environment. Survey data from successful veterinary ophthalmology resident applicants identify several helpful criteria. Applicants should have demonstrated academic achievement, including publication or presentation of information. Achievement of an advanced degree was helpful in obtaining a program. Although interviews may not be required for application to a program, they are extremely helpful in obtaining a position. Excellent communication skills are an asset.
Veterinary Medical Education in Iraq
Authors: Khamas Wael A. , Nour Abdelfattah Y.M.
Published: January 2008

Iraq is an agricultural country with a large population of animals: sheep, goats, cattle, water buffaloes, horses, donkeys, mules,and camels. In the 1980s, the successful poultry industry managed to produce enough table eggs and meat to satisfy the needs of the entire population; at one time, the thriving fish industry produced different types of fish for Iraqis’ yearly fish consumption. There are four veterinary colleges in Iraq, all of which have been destroyed along with the veterinary services infrastructure. Understandably, improvements to the quality of veterinary education and services in Iraq will be reflected in a healthy and productive animal industry, better food quality and quantity, fewer zoonotic diseases, and more income-generating activities in rural areas. Thus, if undergraduate, graduate, and continuing education programs are improved, the veterinary medical profession will attract more competent students. This will satisfy the country’s increased demand for competent veterinarians in both public and private sectors. Although Iraq has an estimated 5,000–7,000 veterinarians, there is a need for quality veterinary services and for more veterinarians. In addition, there is a need for the improvement of veterinary diagnostic facilities, as zoonotic diseases are always highly probable in this region. This article provides insight into the status of veterinary medical education and veterinary services in Iraq before and after the 1991 Gulf War and the 1994 invasion and gives suggestions for improvement and implementation of new programs. Suggestions are also offered for improving veterinary diagnostic facilities and the quality of veterinary services. Improving diagnostic facilities and the quality of veterinary services will enhance animal health and production in Iraq and will also decrease the likelihood of disease transmission to and from Iraq. Threats of disease transmission and introduction into the country have been observed and reported by several international organizations.
Emerging Challenges in Public Health Protection, Food Safety, and Security: Veterinary Needs in the USDA’s Food Safety and Inspection Service
Authors: Buntain Bonnie J.
Published: January 2008

Meeting the needs of public service practice is a responsibility of the veterinary profession. The United States Department of Agriculture (USDA) Food Safety and Inspection Service (FSIS) has undergone significant change since 1996, when the final rule on Pathogen Reduction and Hazard Analysis and Critical Control Point (HACCP) Systems and its regulations were published in response to food-borne illnesses and deaths due to E. coli 0157:H7 in undercooked hamburgers. As a result, the role of the veterinarian is changing from a focus on carcass inspection (reactive) to scientific-based systems analysis and enforcement (preventive). With a large pool of veterinarians eligible to retire, a critical shortage of field veterinarians is predicted. The purpose of this article is to raise educators’ awareness of this need, of the competencies required, and of the challenges and opportunities for veterinarians in the new public health–focused FSIS. An invitation to collaborate with the agency is offered to help meet emerging workforce requirements in public health practice.
Understanding the Interrelationship of Instructional Technology Use and Organizational Culture: ACase Study of a Veterinary Medical College
Authors: Stansberry Susan L. , Harris Edward L.
Published: January 2008

Many predicted that in the latter part of the twentieth century modern technology would revolutionize higher education and “create a second Renaissance” (Sculley J. The relationship between business and higher education: A perspective on the 21st century. Commun ACM 32:1056–1061, 1989 p1061). However, as the reality of the twenty-first century has set in, it is apparent that these revolutionary prophecies have fallen short. Using the lens of Douglas’s Typology of Grid and Group, this case study examines (1) the organizational context of a veterinary medical college at a large Midwestern university; (2) individual faculty members’ preferences toward instructional technology use; and (3) the interrelationship of culture and the decision process to implement instructional technology use in curricula. The study has several implications for instructional technology use in veterinary medical educational settings that help explain how cultural context can guide leadership decisions as well as influence faculty motivation and preference. The findings suggest that a key mitigating factor to instructional technology implementation is conflict or concord between the cultural biases of faculty members and actual cultural identity of the college (Stansberry S, Harris EL. Understanding why faculty use (or don’t use) IT: Implementation of instructional technology from an organizational culture perspective. In Simonson M, Crawford M, eds. 25th Annual Proceedings: Selected Research and Development Papers Presented at the 2002 National Convention of the Association for Educational Communications and Technology, vol. 1. North Miami Beach, FL: Nova Southeastern University:viii, 507).
The Edinburgh Electronic Veterinary Curriculum: An Online Program-Wide Learning and Support Environment for Veterinary Education
Authors: Ellaway Rachel , Pettigrew Graham , Rhind Susan , Dewhurst David
Published: January 2008

The Edinburgh Electronic Veterinary Curriculum (EEVeC) is a purpose-built virtual learning support environment for the veterinary medicine program at the University of Edinburgh. It is Web based and adapted from a system developed for the human medical curriculum. It is built around a set of databases and learning objects and incorporates features such as course materials, personalized timetables, staff and student contact pages, a notice board, and discussion forums. The EEVeC also contains global or generic resources such as information on quality enhancement and research options. Many of these features contribute to the aim of building a learning community, but a challenge has been to introduce specific features that enhance student learning. One of these is a searchable lecture database in which learning activities such as quizzes and computer-aided learning exercises (CALs) can be embedded to supplement a synopsis of the lecture and address the key needs of integration and reinforcement of learning. Statistics of use indicate extensive student activity during evenings and weekends, with a pattern of increased usage over the years as more features become available and staff and students progressively engage with the system. An essential feature of EEVeC is its flexibility and the way in which it is evolving to meet the changing needs of the teaching program.
Stress Management Interventions for Veterinary Students
Authors: Gelberg Susan , Gelberg Howard
Published: January 2008

The process of obtaining a veterinary medical education creates a number of potential cognitive, emotional, physical, interpersonal, and developmental stressors for veterinary students. Although most universities offer stress management interventions for their students, these programs are often directed toward undergraduate students or non-veterinary graduate students, whose educational programs differ significantly from those of veterinary students. There is a need for specific stress management programs tailored to the needs of veterinary students. This article summarizes research drawn from the psychology, medical, and veterinary medical literature about the causes of stress that veterinary students experience. Interventions are discussed, and several Oregon State University (OSU) programs and liaisons are described. Stress management resources are suggested.
Quality of Life and Stress Factors for Veterinary Medical Students
Authors: Strand Elizabeth B. , Zaparanick Tracy L. , Brace James J.
Published: January 2008

Two-hundred-and-eighty-nine veterinary students from all four years of the University of Tennessee, College of Veterinary Medicine (UTCVM) were invited to complete the Derogatis Stress Profile (DSP)1 and an original Demographic Data Profile (DDP). The DSP assessed the students’ current experiences of perceived stress, and the DDP was designed to gather information about students’ academic year, their living situations, their financial situations, their interest area within the veterinary medical profession, and their current methods of coping with stress. These data were gathered as a baseline measure of veterinary medical students’ perceived level of stress and quality of life. In an earlier study, data were also collected from faculty and staff about the perceived quality of the climate and culture of the veterinary college. The results of the DSP and DDP suggest that, although veterinary students at UTCVM do not experience significant levels of stress overall, they do report higher levels of subjective stress, time pressure, and depression than the general population. The more companion animals that veterinary students cared for in their personal lives, the more likely they were to report higher levels of perceived stress. Lastly, there were significant differences between genders, with female veterinary students reporting higher levels of perceived stress than their male counterparts. The preliminary results of the climate and culture data suggest that faculty and staff of the veterinary college individually feel that they are cared for in the work environment and collectively believe that the college strives for excellence.
Evaluating Veterinarians’ and Veterinary Students’ Knowledge and Clinical Use of Pulse Oximetry
Authors: Hofmeister Erik H. , Read Matt R. , Brainard Benjamin M.
Published: January 2008

Rationale for the study – We hypothesized that veterinarians and veterinary students may lack key knowledge about pulse oximetry, which may result in this type of patient monitor not being used on appropriate patient populations or to its full capabilities.

Methodology – A questionnaire was developed to assess an individual’s knowledge and understanding of pulse oximetry. Residents and specialists in anesthesiology and critical care at several academic institutions were surveyed first to assess the questionnaire for clarity and to serve as a control group. General veterinary practitioners (GPs) attending continuing education courses at the University of Georgia were surveyed over a 24-month period. Students entering their senior-year anesthesiology rotation at the University of Georgia were also surveyed.

Results – Residents and specialists (69% correct responses) scored significantly higher than senior students (46%), who scored significantly higher than GPs (34%). Only 15% of GPs and 21% of senior students reported that they had received training in pulse oximetry in school. Those who had received training scored significantly higher than those who had not. Many GPs did not report using a pulse oximeter on their critical patients under anesthesia, a group that would be expected to benefit from its use.

Conclusions – Veterinarians have a poor understanding of how pulse oximetry works, the information it provides, and how best to apply it to their patients. Furthermore, the respondents did not use pulse oximeters in a manner that would yield the most information and result in the greatest benefit to the patient relative to the cost of the instrument. Didactic training in veterinary curricula and during continuing education opportunities continues to be necessary in order to produce veterinarians who have an understanding of the technologies available to improve patient care.
VMSTP Combined Degree Training (VMD/PhD): Key Features of the Program at the University of Pennsylvania
Authors: Atchison Michael
Published: January 2008

The Veterinary Medical Scientist Training Program (VMSTP), a combined degree program at the University of Pennsylvania School of Veterinary Medicine (Penn), has been in existence for approximately 35 years and has an excellent track record of producing veterinary physician-scientists. There are a number of key features of the program that I believe have been crucial to its success. Many of these features relate to how the PhD training component of the combined degree program is accomplished. Rather that describing the veterinary training component of the program, I will describe the PhD training component and how this training intersects with the veterinary curriculum. The key features of the VMSTP program at Penn are (1) admitting the right candidates, (2) placing the PhD training component of the program in the hands of individual graduate groups, (3) being committed to PhD training of veterinary students that is not compromised in terms of quality or time, (4) devising mechanisms to interdigitate VMD and PhD training to generate synergy between the programs, (5) providing continual advice to students from numerous perspectives, and (6) providing the monetary and emotional support needed for the long-term commitment students must make in order to complete the program.
Pre-matriculation Indicators of Academic Difficulty during Veterinary School
Authors: Rush Bonnie R. , Sanderson Michael W. , Elmore Ronnie G.
Published: January 2008

The purpose of this study was to assess pre-matriculation academic and demographic data to identify risk factors for academic difficulty and failure to graduate among veterinary students. Admissions data were compiled for 1,098 students admitted to veterinary college between 1989 and 2000 inclusive. Students were classified by (a) academic success, consisting of students who completed veterinary school within four years in the top 90% of the class or (b) academic difficulty, including students dismissed for academic reasons, students who experienced academic delay, and students who graduated with a cumulative GPA in the 10th percentile of their class. Of 1,098 admitted students, 930 (84.7%) completed veterinary school within four years in the top 90% of their class. Among students with academic difficulty, 94 (8.6%) completed veterinary school in four years in the 10th percentile, 44 (4%) experienced academic delay, and 30 (2.7%) were dismissed. Academic difficulty was associated with a low prerequisite GPA, a low GRE score, poor undergraduate institutional selectivity, and older age (≥35 years). Students who attended three-or-more undergraduate institutions or two-year colleges prior to attending a four-year institution were 1.9 times more likely to experience academic difficulty and 3.87 times more likely to fail to graduate than students who attended a four-year institution (major or small) to complete their prerequisites. These study findings may assist with early identification of students at greater risk of experiencing academic difficulty and support the consideration of cognitive selection criteria (GRE and GPA) and undergraduate institutional experience during the admissions process.
Rethinking the Learning and Evaluation Environment of a Veterinary Course in Gross Anatomy: The Implementation of an Assessment and Development Center and an E-Learning Platform
Authors: Van Ginneken Christa J. , Vanthournout Gert
Published: January 2008

Today’s students belong to an interactive generation and receive information through multiple channels. In addition, veterinary medicine curricula are changing due to trends such as student-centered education and competence-based learning. In consequence, we were stimulated to rethink the way in which veterinary gross anatomy was taught and assessed.

As a first step, the learning goals for the students participating in the veterinary gross anatomy course were clearly defined. Students had to acquire knowledge of and insight into the structure, the function, and the interrelationships of gross anatomical structures in various species. They also had to be competent in observing, palpating, and exposing the anatomical structures. Additionally, they had to attain some general skills and attitudes.

Next, a learning environment was developed enabling students to accomplish these goals. The three main components of this new environment were, first, the reorientation of classic cadaveric dissections towards attaching an increased importance to the attainment of course-specific and general skills and attitudes; second, the incorporation of an e-learning platform; and third, an increase in the number of student-lecturer interactions during lecture hours.

Finally, the assessment and examination were adjusted to complement the goals defined earlier and the redesigned learning environment. An assessment and development center (ADC) was introduced, where students demonstrated their skills and insights by completing job-relevant assignments within a set time limit. This ADC was used as a means of evaluating students as well as of giving them feedback.

Students were enthusiastic about this way of teaching although they experienced it as difficult.
Communication Skills Training at the Atlantic Veterinary College, University of Prince Edward Island
Authors: Shaw Darcy H. , Ihle Sherri L.
Published: January 2008

Communication skills are considered a core clinical skill in human medicine. Recognizing the importance of communication skills and addressing them in veterinary curricula, however, is just beginning. In the fall of 2003, the Atlantic Veterinary College, University of Prince Edward Island, markedly changed the way in which it approaches communication teaching. An intensive one-week elective rotation on client communication was offered in the senior year. This rotation made extensive use of experiential techniques through the use of role plays and videotaped real client interactions. A group of faculty and hospital staff members were trained as coaches to support students as they practiced their communication in various client scenarios. The skills taught were based on the Calgary-Cambridge Observation Guide, which outlines observable behaviors that contribute to effective medical communication. Student response to and feedback on the rotation have been very positive. As a result, the number of rotations given per year has been increased. Long-term plans include expanding communication skills teaching into other years of the DVM program and incorporating simulated clients into the teaching program. Challenges that lie ahead include the development of a fully integrated communication teaching program that spans the whole curriculum, addressing the ongoing need for the professional development of coaches, improving methods of student assessment, and recruiting/training a sufficient number of coaches.
My Journey from Teaching to Learning Excellence
Authors: Forrester S. Dru
Published: January 2008

I was not surprised by Dr. Forrester's receiving the National Carl Norden–Pfizer Distinguished Teacher Award. At that time she had already been honored with an astonishing 17 college teaching awards, together with Virginia Tech's prestigious William E. Wine Award for Excellence in Teaching and induction into the university's exclusive Academy of Teaching Excellence. This is the kind of accomplishment to which many of us aspire but which precious few will achieve.

The essence of Dr. Forrester's success is the notion that the student always comes first. She puts herself in the student's place, never forgetting what it is like to be subjected to the overwhelming burden of the traditional culture of detailed, didactic “coverage.” Dr. Forrester is a staunch advocate of an active/interactive, case-based clinical experience in which major concepts are more important than minutiae and technology is a catalyst for the learning process. Continual quality improvement is her motto.

Dr. Forrester is an inspiring model of all that is good in veterinary medical education today. And the opportunity to write a prefatory note such as this is one of the joys of being an academic administrator.

    –Peter Eyre, Former Dean (1985–2003), Virginia–Maryland Regional College of Veterinary Medicine
Reflection: A Critical Proficiency Essential to the Effective Development of a High Competence in Communication
Authors: Adams Cindy L. , Nestel Debra , Wolf Peter
Published: January 2008

Reflection, or the ability to step back from an experience and consider it critically, in an analytical, non-subjective manner, is an essential aspect of problem solving and decision making, and also of effective communication with clients and colleagues. Reflective practice has been described as the essence of professionalism and is therefore a core professional skill; rarely, however, has it been explicitly taught in veterinary curricula, and it has only a recent history in undergraduate human medical curricula. We describe here two preliminary case studies, one in a veterinary medical education context and the other within a human medical education framework, as examples of approaches to assessing a student's ability for “reflection.” The case studies also illustrate some of the key principles. Both of the case studies described had as their end goal the enhancement of communication skills through critical reflection. At Monash University, Australia, the majority of students were assessed as being at a level of “reflection in development.” The students in the Ontario Veterinary College case study showed moderately good use of self-awareness and critical reflection as a basis for modifying and integrating communication skills into practice. While both preliminary case studies point to the fact that students recognize the importance of communication and value the opportunity to practice it, few students in either case study identified the importance of reflection for lifelong learning and professional competence. Opportunities to complete critical reflection exercises in other parts of curricula and outside of communication would likely reinforce its importance as a generic skill. Ongoing scholarly approaches to teaching, learning, and evaluating reflection and self-awareness are needed.
How Does Emotional Intelligence Fit into the Paradigm of Veterinary Medical Education?
Authors: Timmins Richard P.
Published: January 2008

The term “emotional intelligence” (EI) has become very popular in the business world and has recently infiltrated veterinary medical education. The term purports to encompass those qualities and skills that are not measured by IQ tests but do play an important role in achieving success in life. Veterinary medical educators often incorporate these in a category called “non-technical competencies” (which includes, for example, communication skills) and acknowledge that veterinarians need more training in this area in order to be successful. Although EI looks promising as a means for teaching these non-technical competencies to students and practitioners, there are some challenges to its application. To begin with, there are three competing models of EI that differ in definition and measuring instruments. Although some research has suggested that high EI is associated with success in school and in business, there are no studies directly correlating high EI with greater success in the veterinary profession. Nor have any studies confirmed that increasing a student's EI will improve eventual outcomes for that student. It is important that educators approach the implementation of new techniques and concepts for teaching non-technical competencies the same way they would approach teaching a new surgical technique or drug therapy. EI is an intriguing and promising construct and deserves dedicated research to assess its relevance to veterinary medical education. There are opportunities to investigate EI using case control studies that will either confirm or discredit the benefits of incorporating EI into the veterinary curriculum. Implementing EI training without assessment risks wasting limited resources and alienating students.
Veterinary Specialization in Europe
Authors: Lumeij Johannes T. , Herrtage Michael E.
Published: January 2008

The development of veterinary specialization in Europe is described, from its inception in 1989, through the establishment of the European Board for Veterinary Specialisation (EBVS) in 1996, to the establishment of the supervising European Coordinating Committee for Veterinary Training (ECCVT) in 2005. Currently there are about 1,500 European veterinary specialists in 21 different disciplines, which can be organ, species or discipline oriented. Each specialization is supervised by a college. Each college has representatives on the EBVS, which defines the rules, oversees procedures within the colleges, and deals with appeal procedures. The ECCVT, which consists of representatives from the European Association of Establishments for Veterinary Education (EAEVE), the Federation of Veterinarians in Europe (FVE), and the EBVS, is the supervising body that can approve procedures for the recognition of European veterinary specialists and acts as a liaison between the veterinary profession and relevant European and international bodies with respect to matters relating to post-graduate education.
Pharmacists in Veterinary Education: Bridging the Gap
Authors: Karriker Margo , Wiebe Valerie
Published: January 2008

Veterinary patients stand to benefit greatly from the collaboration of pharmacy and veterinary medicine, and there are many ways pharmacy and veterinary medicine can work in concert. The best efforts to revise and remodel veterinary and pharmacy education to fit an evolving world of clinical practice are grounded in an understanding of each profession. Veterinary education should impart to its students and residents the skills necessary to critically evaluate drug therapy, select therapies based on facts from drug information sources, and operate a veterinary practice that abides by the legal, regulatory, and operational requirements necessary to maintain and dispense drugs. The academic training environment of each profession must include information on the other, in order to better prepare professionals for a realistic practice environment. When armed with an understanding of what pharmacists can provide their patients, veterinarians can demand these skills where appropriate. With the ultimate goal of producing an optimal learning environment, veterinary curricula should allow both pharmacy and veterinary medicine to work together to build a path to quality patient care and educational superiority.
What Is Leadership?
Authors: Klingborg Donald J. , Moore Dale A. , Varea-Hammond Sonya
Published: January 2008

The demand for more effective leadership is heard throughout the health professions. Modern concepts of leadership differ from the traditional definition of a charismatic individual leader. Historically, leadership has been vested in positions, while today leadership is seen as a role one moves continuously into and out of, depending on the circumstance. Leadership ideas have evolved so that newer characteristics of leaders include being a team builder; possessing creative and strategic thinking skills; demonstrating honesty and integrity; and having the ability to motivate others to action. This article discusses some of the history of leadership, current thoughts on attributes of effective leaders, and the differences and similarities between leaders and managers; identifies selected teachable leadership tools; and describes various styles and purposes of existing leadership programs.
Current Perspectives on Curriculum Needs in Zoological Medicine
Authors: Stoskopf Michael K.
Published: January 2008

Advances have been made in expanding veterinary curricula to deliver basic key knowledge and skills necessary for provision of health care to captive and companion non-domestic or non-traditional species in the veterinary colleges of the United States and Canada. These advances were in large part facilitated by the deliberations and recommendations of the White Oak Accords. Though a five-year review of curricular opportunities at US and Canadian veterinary colleges shows that progress has been made in implementing the recommendations of the White Oak Accords, there remains room for improvement. The broadly comparative and health-maintenance basis of zoological medicine contributes critically to the potential for veterinary medicine to make important contributions to the concept of the integrated health of the planet. Emergence of key zoonotic and production-animal diseases derived from and within wildlife populations since 2000 has increased awareness worldwide of the importance of zoological medicine in protecting both production livestock and public health. These areas are addressed in elective curricula at colleges emerging as centers of excellence in zoological medicine, but it is critical that core curricula in zoological medicine at all schools be strengthened to include these important areas to prepare our DVM/VMD graduates to protect companion-animal, production-animal, and public health.
Zoological Medicine and Public Health
Authors: Chomel Bruno B. , Osburn Bennie I.
Published: January 2008

Public-health issues regarding zoological collections and free-ranging wildlife have historically been linked to the risk of transmission of zoonotic diseases and accidents relating to bites or injection of venom or toxins by venomous animals. It is only recently that major consideration has been given worldwide to the role of the veterinary profession in contributing to investigating zoonotic diseases in free-ranging wildlife and integrating the concept of public health into the management activities of game preserves and wildlife parks. At the veterinary undergraduate level, courses in basic epidemiology, which should include outbreak investigation and disease surveillance, but also in population medicine, in infectious and parasitic diseases (especially new and emerging or re-emerging zoonoses), and in ecology should be part of the core curriculum. Foreign diseases, especially dealing with zoonotic diseases that are major threats because of possible agro-terrorism or spread of zoonoses, need to be taught in veterinary college curricula. Furthermore, knowledge of the principles of ecology and ecosystems should be acquired either during pre-veterinary studies or, at least, at the beginning of the veterinary curriculum. At the post-graduate level, master's degrees in preventive veterinary medicine, ecology and environmental health, or public health with an emphasis on infectious diseases should be offered to veterinarians seeking job opportunities in public health and wildlife management.
Future Directions in Training Veterinarians for Companion Avian Species
Authors: Flammer Keven
Published: January 2008

Companion avian medicine has become a routine part of veterinary practice. More than 16 million companion birds are owned by approximately 6.4 million US households. This report outlines suggested undergraduate veterinary curricula, opportunities for post-graduate education, and options for training avian veterinarians.