bluuebunny/crossref_metadata_2025 huggingface dataset:
Using the Human Patient Simulator to Educate Students of Veterinary Medicine
Authors: Modell Jerome H. , Cantwell Shauna , Hardcastle John , Robertson Sheilah , Pablo Luisito
Published: January 2008

Introduction – The human patient simulator has proved to be an effective educational device for teaching physicians and paramedical personnel.

Methodology – To determine whether veterinary medicine students would benefit from similar educational sessions, 90 students each took a turn being the patient’s clinician as real-life scenarios were played out on the simulator. The students induced and maintained anesthesia on their patient and monitored vital signs. Several critical events were presented for the students to diagnose and treat as they occurred. All students submitted a written evaluation of the course upon completion. The last 40 students were randomly divided into two groups of 20 students each. The students in Group I experienced the simulator before their clerkship examination, and those in Group II took the examination before their simulator experience.

Results – The students rapidly gained confidence in treating their simulated patient. This carried over to the clinical setting, where they appeared to be more confident when anesthetizing live patients. The simulator experience brought together much of the previous didactic material that they had been exposed to so they could appreciate its clinical relevance. The overwhelming response to the simulator experience was positive. The students in Group I had a significantly higher score on the clerkship examination dealing with concepts reviewed by simulation than those in Group II, who engaged in self-study instead of the simulation exercise (p < 0.001).

Conclusion – We conclude that the human patient simulator was a valuable learning tool for students of veterinary medicine. It was exciting for the students to work with this simulator, which made them deal with “real-life” scenarios, permitted them to learn without subjecting live patients to complications, enabled them to retrace their steps when their therapy did not correct the simulated patient’s problems, and facilitated correlation of their basic science knowledge with clinical data, thus accelerating their ability to handle complex clinical problems in healthy and diseased patients.
More on Improving the Veterinary Admissions Process
Authors: Edmondson Katherine 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 Quest to Identify Quality Teaching
Authors: Walsh Donal
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 highlights relevant educational research published elsewhere, and provides a brief synopsis and analysis of the work and its implications for veterinary education. Submissions are welcome.
Integration of Problem-Based Learning in a Veterinary Medical Curriculum: First-Year Experiences with Application-Based Learning Exercises at the University of Tennessee College of Veterinary Medicine
Authors: Howell Nancy E. , Lane India F. , Brace James J. , Shull Robert M.
Published: January 2008

In 1999 problem-based learning experiences were introduced into the professional curriculum at the University of Tennessee College of Veterinary Medicine as part of an overall curricular modification. Problem-based learning (PBL) was introduced into the traditional curricular format in dedicated week-long experiences (Application-Based Learning Exercises) at specific points during the first six semesters. Methods to assess the success of this integration and other curricular changes included ongoing program assessment throughout the implementation of the modified curriculum. Program assessment engaged faculty facilitators and students, who were involved in a process unfamiliar to both. Results of preliminary assessment indicate mostly positive reaction to problem-based learning, while identifying other areas of concern.
Student Perceptions of the First Year of Veterinary Medical School
Authors: Powers Donald E.
Published: January 2008

Like other forms of post-baccalaureate study, veterinary medicine can be demanding and sometimes stressful. A brief survey was conducted of nearly 900 first-year students in 14 US veterinary medical schools in order to gather impressions of the first year of veterinary medical education. Although some students reported that conditions were stressful, the majority did not feel that they were inordinately so. Overall, most students were quite positive about their first-year academic experience in veterinary school.
Importance of the Human-Animal Bond for Pre-Veterinary, First-Year, and Fourth-Year Veterinary Students in Relation to Their Career Choice
Authors: Martin François , Ruby Kathleen , Farnum Jennifer
Published: January 2008

Rationale for the study: The Human-Animal Bond (HAB) is a construct that has received increased attention in the field of veterinary medicine. However, it remains unclear how important the HAB is to veterinary students and how it may be related to their career choice.

Methodology: Questionnaires were administered to 146 veterinary students. A variety of variables was assessed, including sex, year of study, career choice, surgery track, and “farm” versus “city” upbringings.

Results and conclusions: Overall, students consider the HAB to be an important and valuable construct, one that was influential in their decision to become veterinarians. However, the HAB’s importance seems to decrease as students progress in school. Also, students aspiring to food animal careers seem to attach less value to some aspects of the HAB. Females attached more importance to the role HAB plays in their lives than did males; those on “alternative” surgery track assigned more significance to the role of the HAB in veterinary medicine than did those on the “traditional” surgery track. Students also reported that they believe the HAB should be addressed in veterinary curricula.
In Retrospect: Teaching Is “Dribbling and Passing”
Authors: Kincaid Steven A.
Published: January 2008

An introspective view of the author revealed that his philosophy, style, and methods of teaching were anchored in the broad fundamentals of considering, organizing, and implementing an educational plan. Key elements of these fundamentals included the art of teaching, time management and the commitment of time to students, experience and repetition, teaching methodology, communication and listening, relevancy of information, the laboratory teaching environment, and the responsibilities of students. A coherent approach to teaching was developed by blending these individual elements with a commitment to learning by all students.
Problem-Solving Concepts and Theories
Authors: Hardin Laura E.
Published: January 2008

Many educators, especially those involved in professional curricula, are interested in problem solving and in how to support students’ development into successful problem solvers. The following article serves as an overview of educational research on problem solving. Several concepts are defined and the transition from one theory to another is discussed. Educational theories describing problem solving in the context of behavioral, cognitive, and information-processing pedagogy are discussed. The final section of the article describes prior findings regarding expert–novice differences in problem solving of various kinds.
Radiology as a Tool for Teaching Veterinary Anatomy
Authors: Croy B. Anne , Dobson Howard
Published: January 2008

Instructors at the Ontario Veterinary College (OVC) have a long-standing commitment to the use of radiographic films in teaching introductory anatomy in the DVM program. The imaging component of the course has evolved from being heavily instructordependent, with small group teaching in each laboratory session, to being almost self-taught. The manner in which recognition of structures in radiographic images is examined has also changed. In 2001 a novel examination process was introduced. Here we report the approach to the teaching and examining of anatomy by use of radiographic images implemented for phase 1 of the new DVM curriculum at the University of Guelph.
National Workshop on Core Competencies for Success in the Veterinary Profession
Authors: Lloyd James W. , King Lonnie J. , Klausner Jeffrey S. , Harris Donna
Published: January 2008

A workshop was designed to (1) present results of the Core Competencies for Veterinary Medicine project conducted by Personnel Decisions International (PDI); (2) discuss and analyze the implications of the PDI study results for academia, private practice, and industry; (3) identify actionable items—discuss opportunities and barriers; and (4) develop appropriate recommendations—devise specific actions for implementation as next steps. In total, 25 veterinary colleges were represented at the workshop and a total of 110 attendees participated, achieving a broad cross-section of the veterinary profession (both academic and non-academic). Through an orchestrated combination of general sessions and facilitated, small group discussions, prioritized recommendations for implementation and initial action plans for next steps were developed. Recommendations included publicizing results of the PDI study, reconsidering current admissions policies and processes, evaluating the applicant pool and current recruitment programs, developing structured mentoring programs, enhancing DVM/VMD training programs, coordinating the development of continuing education programs, and overcoming existing barriers to change. Next steps should involve collaborative efforts across all sectors of the veterinary profession to develop plans for implementing the workshop’s recommendations. Leadership for follow-up might reasonably come from the Association of American Veterinary Medical Colleges (AAVMC), the American Veterinary Medical Association (AVMA), and the American Animal Hospital Association (AAHA), either individually or collectively through the National Commission on Veterinary Economic Issues (NCVEI). Partnerships with industry are also possible and should be strongly considered.
New Technology Imperatives in Medical Education
Authors: Bernardo Theresa M.
Published: January 2008

A great deal of effort has been expended on trying to determine whether traditional instruction, online learning, or some combination of the two is of greater educational effectiveness. This may be the wrong question. Rather than determining whether one delivery mechanism is superior to another, it is more important to choose the best method(s) of delivery to achieve specific educational objectives, taking into consideration the different learning styles and circumstances of the target audience. Although appropriate use of technology offers potential for improved learning, there are other compelling reasons to use technology in medical education, such as reaching a different audience or accessing unique expertise that would otherwise be unavailable. This article explores the ramifications of three important drivers of technology adoption for medical education: (1) public access to medical knowledge on the Internet; (2) change in what constitutes medical knowledge; and (3) the impending shortage of educators. Some approaches are proposed, including veterinary examples, to the challenges presented by these changes.
One Educator’s Perspective on the Role of Instructional Technology in Veterinary Surgical Education
Authors: Shires Peter K.
Published: January 2008

A brief overview of the history of instructional technology (IT) use in veterinary surgery education is followed by an assessment of the state of the art in this discipline in the United States. Comments on assessment of teaching tools and the need for a concerted effort at future assessments are made in light of published information regarding the success of alternative learning methods in education in other disciplines. A few final comments are shared about discipline specific technology demands in surgical education and the issue of copyrights versus sharing resources.
Mental Models and Meaningful Learning
Authors: Michael Joel A.
Published: January 2008

If you understand something, you can use the information you have acquired to solve problems to which that knowledge is relevant. Meaningful learning is learning with understanding. Achieving meaningful learning begins with the building of correct, appropriate mental models, or representations, of the knowledge being acquired. The next step is learning to use the available mental models to solve problems. In many of the biomedical sciences, this means being able to either calculate something, predict the responses of the system, or explain the responses of the system. Since only the learner can do the learning, the only possible role for the teacher is to help the learner to learn. This means creating an active learning environment in which the learner can acquire the needed information, continually test the mental models being built, and correct or refine those models as needed. In an active learning environment, students are given ample opportunities to learn to solve problems. If the goal of the course is the achievement of meaningful learning, it is essential that the students then be assessed to determined whether they have reached that goal.
Global Perspectives of Veterinary Education: Reflections from the 27th World Veterinary Congress
Authors: Edwards Jim
Published: January 2008

All who work in veterinary education must recognize the breadth of their responsibilities. We are at a time in veterinary history where the profession must look how to meet a global standard for veterinary education and the global recognition of our basic qualification.

There is a societal expectation that a professional approach is being taken to managing food security and food safety, as welsl a the environment and biodiversity. Within our profession, we need to recognize our obligation to fulfill this role. Society and regulators will seek those who have the capacity to provide for society’s needs. It is no longer a case of relying on the reputation of our profession alone.

There is a significant disparity in universal recognition of the veterinary qualification between the major blocs of the developed world and the developing world. Graduates from developing countries are not widely recognized, and they and their countries may therefore be at a significant disadvantage. There will be significant costs involved in raising the standards of veterinary education.

A lead must be taken by a global body such as the World Veterinary Association to develop a long-term strategy toward global recognition of the veterinary qualification.
Gender Differences and the Definition of Success: Male and Female Veterinary Students’ Career and Work Performance Expectations
Authors: Kogan Lori R. , McConnell Sherry L. , Schoenfeld-Tacher Regina
Published: January 2008

This article addresses the challenges that gender performance expectations create within the veterinary profession. An investigation of veterinary students’ perceptions of the essential characteristics that define successful veterinarians and veterinary students, and the gender differences within these definitions, is described. Because previous research supports the premise that the standards required for success differ for males and females, it is likely that male and female veterinary students possess different career expectations and definitions of career success. The ramifications of these differences are explored, and proposed strategies to address this issue, in the form of student support services, are discussed.
Training the Veterinary Public Health Workforce: A Review of Educational Opportunities in US Veterinary Schools
Authors: Riddle Christa , Mainzer Hugh , Julian Megan
Published: January 2008

This article presents the results of an Internet-based review conducted in January and February 2003 to assess the educational opportunities available in veterinary public health, epidemiology, and preventive medicine at the 27 veterinary schools in the United States. Most professional veterinary curricula are designed to train students for careers as highly qualified private practitioners, although there is an increased need for veterinary perspectives and contributions in the public health sector. The future of veterinary public health relies on the opportunities available in education to teach and encourage students to pursue a career of public service. The results of this review indicate the availability of a wide variety of required courses, electives, and post-graduate training programs to veterinary students in the United States. Veterinary students are exposed to a median of 60 hours of public health, epidemiology, and preventive medicine in required stand-alone courses in these areas. Four veterinary schools also have required rotations for senior students in public health, preventive medicine, or population medicine. Contact time for required public health, epidemiology, and preventive medicine courses ranges from 30 to 150 contact hours. Advanced training was available in these subjects at 79% of the 27 schools. Greater collaboration between veterinary schools, schools of public health, and the professional public health community will increase exposure to and opportunities in public health to all future veterinarians.
Curriculum Development in The Netherlands: Introduction of Tracks in the 2001 Curriculum of Utrecht University, The Netherlands
Authors: van Beukelen Peter
Published: January 2008

The Faculty of Veterinary Medicine in Utrecht has recently introduced two major curriculum changes in order to keep pace with developments in research (the vast increase in scientific knowledge), in society (the quality awareness of veterinary clients), and in the veterinary profession, where a species and sector differentiation can be observed. After about 15 years during which the curriculum remained more or less unchanged, a radical curriculum revision was introduced in 1995. A further revision, with the introduction of separate study tracks, began in 2001.

The 2001 curriculum focuses on academic and scientific training, active learning and problem solving, training in communication and professional behavior, and lifelong learning. It is divided into a four-year core curriculum, in which a broad, cross-species pathobiological insight is central, and a two-year track curriculum, through which students achieve a starting competence in a specific species or sector. The main teaching methods are tutorials and group tasks; practical work is used mainly to achieve specific veterinary skills. Teaching hours represent 30–35% of all study hours. Self-teaching is encouraged by providing study materials, self-teaching questions, teachers assigned to assist with self-teaching, and adequate facilities. The five tracks offered are Companion Animals/Equine; Food Animals; Veterinary Public Health; Veterinary Research; and Veterinary Administration and Management. All students follow a uniform 30-week clinical rotation program, while the track program is 42 weeks. A summary of admission procedures is given, as well as the times and procedures for track selection.
Tablet Computers in the Veterinary Curriculum
Authors: Eurell Jo Ann C. , Diamond Nancy A. , Buie Brandon , Grant David , Pijanowski Gerald J.
Published: January 2008

Tablet computers offer a new method of information management in veterinary medical education. With the tablet computer, students can annotate class notes using electronic ink, search for keywords, and convert handwriting to text as needed. Additional electronic learning resources, such as medical dictionaries and electronic textbooks, can be readily available. Eleven first-year veterinary students purchased tablet computers and participated in an investigation of their working methods and perceptions of the tablet computer as an educational tool. Most students found the technology useful. The small size and portability of the tablet allowed easy transport and use in a variety of environments. Most students adapted to electronic notetaking by the second week of classes; negative experiences with the tablet centered on a failure to become comfortable with taking notes and navigating on the computer as opposed to writing and searching on paper. A few performance-related problems, including short battery life, were reported. Tablet software allowed conversion of faculty course notes from a variety of original formats, meaning that instructors could maintain their original methods of note preparation. Adopting a consistent naming convention for files helped students to locate the files on their computers, and smaller file sizes helped with computer performance. Collaboration between students was fostered by tablet use, which offers possibilities for future development of collaborative learning environments.
Problem Based Learning: An Introduction and Overview of the Key Features of the Approach
Authors: Newman Mark J.
Published: January 2008

Problem Based Learning (PBL) has been adopted in educational programs in a variety of disciplines, including veterinary medicine. There is a voluminous literature on the subject, but it often remains unclear just what is being done in the name of PBL, and different accounts highlight different, often contradictory, positions on the key features of the approach. Similarly, despite the many claims made for the advantages of PBL, the evidentiary basis of such claims is often questionable. This article provides an introductory overview of what appear to be the key features of the approach and a brief summary of empirical evidence on its effectiveness.
Handheld Computers in Veterinary Medical Education: A View from Human Medical Education
Authors: Nestel Debra , Brenton Harry , Kneebone Roger
Published: January 2008

Handheld computers are widely used in clinical practice, and their use in both human medical education and veterinary medical education is increasing, especially, for the former, in activities involving point-of-care access. This article references the insights that can be obtained from the usage and activities that are gaining a strong foothold in human medical education. Handheld computer technology gives students access to a large and changing knowledge base for clinical practice, especially when they are geographically dispersed. Differences in use between education and practice largely relate to the importance clinicians place on patient information. Student use focuses on progress mapping and ready access to clinical reference material. Suggestions are made for future use in medical education.
Exploring Student Attitudes to Directed Self-Learning Online through Evaluation of an Internet-Based Biomolecular Sciences Resource
Authors: Dale Vicki H.M. , Nasir Lubna , Sullivan Martin
Published: January 2008

Rationale for the study – In 2000, funding was awarded by the University of Glasgow’s Learning and Teaching Development Fund (L&TDF) for the authors to develop an interactive, online learning resource for veterinary biomolecular sciences teaching. This course is a core component of the veterinary undergraduate curriculum at the university. Evaluations were carried out to gauge students’ experiences of using the resource as a basis for exploring students’ attitudes toward online, independent learning.

Methodology – Peers were asked to review the design and content of four modules, also evaluated by students using questionnaires and focus group discussions. Additionally, students were observed using the modules. Both first-year students and second-year direct-entry students (i.e., students entering the veterinary program with advanced training) participated in the evaluation, which allowed for some comparison between the groups. One cohort used the modules independently, and their responses were compared with the cohorts that used the modules in scheduled classes.

Results and conclusions – The evaluations indicate that this is a useful resource that could act as a template for other courses within the veterinary undergraduate curriculum, particularly for learning of basic sciences. On average, first-year and timetabled students rated the program more highly overall, rated the program more highly in relation to previous instruction, and rated tutor presence as more important than second-year direct-entry and independent students did. The lower rating given to tutor presence by second-year direct-entry and independent students indicates that they are more confident using the modules without tutor supervision.

The modules are available online at .
Student Assessment of the Educational Benefits of Using a CD-ROM for Instruction of Basic Surgical Skills
Authors: Howe Lisa M. , Boothe Harry W. , Hartsfield Sandee M.
Published: January 2008

Rationale for the study – At Texas A&M University, introductory-level surgical lecture and laboratory notes were converted to a CD-ROM format that included illustrative photographs as well as instructional videos demonstrating the basic surgical skills that all students were required to master. The CD-ROM was distributed to all students in place of traditional paper notes in the second-year surgical class in the professional veterinary curriculum. The study reported here was designed to evaluate the educational benefits of the use of the CD-ROM in place of traditional paper notes by examining the attitudes and practices of students before and after exposure to the CD-ROM format.

Methodology – An anonymous survey was distributed to students in the second-year introductory surgery course on the first day of class and again on the last day of class. Responses to questions were tabulated, response frequencies determined, and Chi-square analysis performed to determine differences between initial and final responses.

Results – On the final survey, 89% of students responded that the instructional videos definitely helped them prepare for the laboratory, and 77% responded that they were more likely to practice techniques learned from the CD-ROM videos than those learned from traditional study materials. The majority of students believed that the CD-ROM improved both the course (60%) and their learning experience (62%) as compared to traditional paper notes.

conclusions – Including instructional videos on the CD-ROM enhanced the educational experience of the students by promoting preparedness for laboratories and promoting practice of techniques learned from the videos outside of the laboratory.
Ten Years of CLIVE (Computer-Aided Learning in Veterinary Education) in the United Kingdom
Authors: Dale Vicki H.M. , McConnell Gill , Short Andrew , Sullivan Martin
Published: January 2008

This paper outlines the work of the CLIVE (Computer-Aided Learning in Veterinary Education) project over a 10-year period, set against the backdrop of changes in education policy and learning technology developments. The consortium of six UK veterinary schools and 14 international Associate Member Schools has been very successful. Sustaining these partnerships requires that the project redefine itself and adapt to cater to the diverse learning needs of today’s students and to changing professional and societal needs on an international scale.
Surveys Concerning the Needs for and Evaluation of Distance Learning in Veterinary Epidemiology
Authors: Bénet Jean-Jacques , Dufour Barbara , Thonnat Jérôme , Wéber Laure , Roger François , Toma Bernard
Published: January 2008

Distance learning courses in veterinary epidemiology, taught in French and spread over half a year, were organized in 2003 and 2004. They were the subject of surveys concerning need, evaluation, attaining learning objectives, and satisfaction, the results of which will be used to improve the course scheduled to take place in 2005.
Using 3D Animations to Teach Intracellular Signal Transduction Mechanisms: Taking the Arrows out of Cells
Authors: Buchanan M. Flint , Carter William C. , Cowgill Lari M. , Hurley David J. , Lewis Stephen J. , MacLeod James N. , Melton Thel R. , Moore James N. , Pessah Isaac , Roberson Mark , Robertson Thomas P. , Smith Malcolm L. , Vandenplas Michel L.
Published: January 2008

Traditional methods of teaching intracellular biological processes and pathways use figures or flowcharts with the names of molecules linked with arrows. Many veterinary students, presented with such material, simply memorize the names or chemical structures of the molecules and are then likely to forget the material once the examination is completed. To address this problem, the authors designed, created, and field-tested new teaching media that incorporate realistic three-dimensional (3D) animations depicting the dynamic changes that occur in intracellular molecules during cellular activation. Testing found that veterinary students taught using traditional teaching media (e.g., lectures, handouts, textbooks) are proficient in memorizing the names and order of intracellular molecules but unable to appreciate the interactions between these elements or their spatial relationships within cells. In contrast, more than 90% of veterinary students taught using 3D animations not only recall the facts about the intracellular elements but also develop accurate mental images of the interactions among these molecules and their spatial relationships. These findings strongly suggest that the comprehension of complex biological processes by veterinary students can be enhanced by the use of dynamic 3D depictions of these processes in the classroom.
Personal and Professional Development in Undergraduate Health Sciences Education
Authors: Nestel Debra , Robbé Iain J. , Jones Kenneth V.
Published: January 2008

During the last decade, “medical professionalism” has been scrutinized as a consequence of pressures from within and outside the health sciences professions. In response, professional organizations have reviewed ethical principles and developed explicit guidelines for the behavior of their members. Medical educators have revised undergraduate curricula with a view to supporting the development and maintenance of these essential professional behaviors.

This article outlines perspectives on professionalism before describing the evolution of personal and professional development curricula in undergraduate health science education. While the bulk of data on personal and professional development in the health sciences has come from human medicine, the principles are being recognized as applying to the breadth of the health professions. In the veterinary profession, the dyad of the physician–patient relationship of human medicine is expanded to the triad of the veterinarian–patient–client relationship, and this brings with it an added set of professional relationships and responsibilities. In order to be faithful to the primary literature and not expand beyond the various authors’ data and conclusions, this article is presented principally in the terms of human medical education. For those in veterinary education, it is hoped that the inferences and applications will be readily apparent. In this article, challenges associated with defining content and educational methods are outlined, as well as selection criteria for medical school and promoting the value of PPD to students. Approaches to assessment, implementation, and evaluation of PPD curricula are also discussed. Two case studies are presented. The article concludes with suggestions for curriculum development.
Veterinary Students as Elite Performers: Preliminary Insights
Authors: Zenner Dan , Burns Gilbert A. , Ruby Kathleen L. , DeBowes Richard M. , Stoll Sharon K.
Published: January 2008

The KPMG “Mega Study” (Brown JP, Silverman JD. The current and future market for veterinarians and veterinary medical services in the United States. J Am Vet Med Assoc 215:161–183, 1999) and other studies (Cron WL, Slocum JV, Goodnight DB, Volk JO. Impact of management practices and business behaviors on small animal veterinarians’ incomes. J Am Vet Med Assoc 217:332–338, 1999; Lewis RE. Non-technical Competencies Underlying Career Success as a Veterinarian: A New Model for Selecting and Training Veterinary Students. Minneapolis: Personnel Decisions, 2002) concur that improvement in veterinary practitioner performance is necessary. Improvement in practitioners’ non-technical competencies is considered most vital. Little research exists that identifies underlying psychological factors harbored by veterinary students that inhibit ability to achieve sustained maximum professional performance. Left unaddressed, these same characteristics may lead to coping behaviors that disrupt or, in the worst cases, lead to voluntary or involuntary termination of professional careers. Several performance-related characteristics and interpersonal dynamics are investigated in this study that provide preliminary evidence for the long-term shortcomings addressed in previous veterinary practice management literature. Pedagogical recommendations for addressing these student psychological characteristics are submitted for consideration.
Why Self-Directed Learning Is Not Learned and Practiced in Veterinary Education
Authors: Blumberg Phyllis
Published: January 2008

Veterinary education as it is frequently implemented creates numerous impediments for the majority of students to achieve self-directed learning. Self-directed learning is a state in which the student is prepared to engage in learning activities defined by him- or herself. Essential components of veterinary education (i.e., curriculum and assessment) inhibit the development of self-directed learning in many ways. This article will make suggestions on how we can promote self-directed learning within traditional veterinary education and discuss how teaching based upon the principles of problem-based learning (PBL) may foster self-directed learning.
Approaches to Teaching Animal Welfare at 13 Veterinary Schools Worldwide
Authors: Hewson Caroline J. , Baranyiová Eva , Broom Donald M. , Cockram Michael S. , Galindo Francisco , Hanlon Alison J. , Hänninen Laura , Lexer Daniela , Mellor David J. , Molento Carla F.M. , Ödberg Frank O. , Serpell James A. , Sisto Anne Maria , Stafford Kevin J. , Stookey Joseph M. , Waldau Paul
Published: January 2008

This paper comprises brief descriptions by faculty at 13 veterinary schools in Europe, North America, South America, and Australasia that summarize undergraduate training in animal welfare at the respective schools and how students are assessed.
Animal Welfare Education: Development and Prospects
Authors: Broom Donald M.
Published: January 2008

Animal welfare has developed rapidly as a scientific discipline since the 1980s. Concepts have been refined, methodologies for assessment developed, and links made to other areas of science. Changes in the subject and in its teaching are required. Since 1986, a series of senior academic teaching posts in the subject have been created, especially in the last 10 years. Veterinary and animal science students should receive a specific course on animal welfare, in addition to mention of the subject in other courses. In the future, more allusion to developments in understanding of welfare in relation to disease and brain measures of welfare is likely. The central role of animal welfare in veterinary and animal science teaching will become more firmly established.
Animal Welfare Training at the Ontario Veterinary College
Authors: Millman Suzanne T. , Adams Cindy L. , Turner Patricia V.
Published: January 2008

The University of Guelph is internationally recognized as a leader in animal welfare and is home to the Colonel K.L. Campbell Centre for the Study of Animal Welfare and to numerous faculty with expertise in the discipline. However, while animal welfare receives significant attention within the agricultural college, its didactic teaching within the veterinary curriculum has been limited. Veterinary students receive four hours of instruction in animal ethics and apply their knowledge within the communication lectures and laboratories, totaling 11–15 hrs. Compulsory coursework explicitly addressing factual components of animal welfare science, welfare assessment, and associated animal-related policy constitute only 12 hrs throughout the fouryear Doctor of Veterinary Medicine curriculum. However, an elective final-year clinical rotation and a graduate course specific to animal welfare were offered for the first time in 2004/2005. Student interest in animal welfare is evident through their participation in summer research projects in animal welfare, an animal welfare mentor group, and a student-run animal welfare club that organizes an Animal Welfare Forum each October. Veterinarians have important contributions to make in decision making about animal welfare issues, at clinician and policy levels. Although motivated individuals can seek out opportunities to expand their knowledge of animal welfare, a compulsory senior-level course in animal welfare is needed to develop the necessary depth of understanding of this discipline if veterinarians, as a profession, are to meet society’s expectations about animal welfare.
“Concepts in Animal Welfare”: A Syllabus in Animal Welfare Science and Ethics for Veterinary Schools
Authors: de Boo Jasmijn , Knight Andrew
Published: January 2008

Public attitudes toward animal welfare have improved with growing social affluence, and veterinarians are increasingly expected to be informed about animal welfare in a broader sense than health alone. However, animal welfare has not been a traditional component of the veterinary curriculum. To help address this lack, the World Society for the Protection of Animals (WSPA) and the University of Bristol School of Veterinary Science launched the “Concepts in Animal Welfare” syllabus in 2003. This comprehensive syllabus comprises seven core and 23 elective modules and covers a range of animal welfare issues, including farm and companion animal welfare, wildlife, and the use of animals in experiments. There are also modules on ethics and animal legislation. The syllabus is interactive, promotes critical analysis of issues from different angles, and may be adapted for use in any veterinary curriculum. WSPA provides training and workshops in developing countries and assists with the implementation of the syllabus.
Effective Use of Simulations for the Teaching and Acquisition of Veterinary Professional and Clinical Skills
Authors: Scalese Ross J. , Issenberg S. Barry
Published: January 2008

Simulation technology will feature prominently in this exciting, yet challenging, time for veterinary medicine. The profession is evolving to keep pace with rapid changes in clinical practice, scientific discovery, and educational strategy, while ensuring that it follows the public mandate to produce competent veterinarians. Among the challenges to meeting this educational goal are limitations—due to important issues such as animal welfare—on the availability of real patients for training. Drawing chiefly on the experience in human medicine, this article explores the use of simulations in veterinary medical education to provide safe and ethical alternative opportunities for learners to practice essential clinical and professional skills.
Factors Influencing Veterinary Students’ Career Choices and Attitudes to Animals
Authors: Serpell James A.
Published: January 2008

The purpose of the study was to investigate the influence of demographic and experiential factors on first-year veterinary students’ career choices and attitudes to animal welfare/rights. The study surveyed 329 first-year veterinary students to determine the influence of demographic factors, farm experience, and developmental exposure to different categories of animals on their career preferences and on their attitudes to specific areas of animal welfare and/or rights. A significant male gender bias toward food-animal practice was found, and prior experience with particular types of animals—companion animals, equines, food animals—tended to predict career preferences. Female veterinary students displayed greater concern for possible instances of animal suffering than males, and prior experience with different animals, as well as rural background and farm experience, were also associated with attitude differences. Seventy-two percent of students also reported that their interactions with animals (especially pets) had strongly influenced the development of their values. Animals ranked second in importance after parents in this respect. The present findings illustrate the importance to issues of animal welfare of the cultural context of past experience and influences on attitude development. The results also suggest that previous interactions with animals play a critical role in guiding veterinary students into their chosen career, as well as in helping to determine their specific employment preferences within the veterinary profession. From an animal welfare perspective, the dearth of women choosing careers in food-animal practice is a source of concern.
Teaching Animal Welfare Science, Ethics, and Law to Veterinary Students in the United Kingdom
Authors: Main D.C.J. , Thornton P. , Kerr K.
Published: January 2008

Teaching veterinary students about animal welfare science, ethics, and law has been identified as a priority of the veterinary curriculum. Suggested content for such a course, the stage at which it should be taught, and possible methods of teaching and assessing the subject have been outlined. Critically, such a course needs to address the quantification of the impact of humans on animals (welfare science), the analysis of our moral obligations (welfare ethics), and knowledge of minimum welfare standards (welfare legislation). A mixture of both teaching methods and assessment techniques is needed to ensure that sufficient skills and knowledge and a deeper understanding are achieved.
Evaluation of Student Attitudes to Cooperative Learning in Undergraduate Veterinary Medicine
Authors: Dale Vicki H.M. , Nasir Lubna , Sullivan Martin
Published: January 2008

Rationale for the study – Recent studies have demonstrated that collaborative or cooperative learning (CL) provides students and teachers with a variety of advantages over traditional instructional methods. To explore the possibility of introducing CL into the veterinary undergraduate curriculum on a larger scale—to facilitate the development of professional competencies—a cooperative learning assignment (CLA) was introduced into the fourth year Bachelor of Veterinary Medicine and Surgery (BVMS) degree course at the University of Glasgow. An evaluation was carried out as a basis for optimizing subsequent CL activities in the undergraduate course.

Methodology – Evaluation of student attitudes to the CLA was conducted using pre- and post-task questionnaires and a focus-group discussion involving student representatives from several of the small groups. Quantitative questionnaire data were imported into SPSS and a statistical test was used to identify any significant shifts in student attitudes.

Results and conclusions – Analysis of the quantitative questionnaire results indicates that students—who regarded themselves generally as team players rather than competing individuals—had few concerns before or after the CLA. There were some significant shifts (negative and positive) in response to some of the questions, but generally the results were encouraging. However, a number of issues emerged from the focus-group discussion with regards to the administration of CL and matching students’ expectations to their experiences. In particular, students need to be adequately informed at the outset about the CL process and about how it will be assessed, have access to the required facilities, and be comfortable with learning different skills sets from those their peers are learning. Staff facilitators require adequate guidance on what they are expected to contribute to the CL process.
Practice-Based Education at Michigan State University
Authors: Kopcha Michelle , Lloyd James W. , Peterson Faith , Derksen Fred J.
Published: January 2008

Practice-based large animal education at Michigan State University (MSU) was initiated in 1995. Urbanization of the area surrounding MSU and the declining number of livestock and farms to provide clinical experience under field conditions were the major reasons for adopting this educational model. Veterinary students, as a requirement for graduation from the professional program, must successfully complete a three-week clerkship in a private practice that has either a food animal or an equine emphasis. The objective of the practice-based program is to provide students with introductory on-the-farm experience, with emphasis on examination, diagnosis, treatment, and prevention of common medical and surgical conditions of horses and/or food animals. Participating practices must be located in Michigan, have a sufficient case load, be interested in teaching senior veterinary students, and be willing to interact with the program coordinator and attend annual meetings. Sixty-nine practices are currently participating. The program coordinator matches students to practices based on the students’ species interest and background, the personalities of the student and practitioner, and any special concerns or needs of the students (health conditions, child care). Assessment of students includes a practitioner’s performance evaluation and review of written assignments (case log, clinical case reports, and a practice management assessment report) by campus faculty. A pass/no pass grading system is used. Overall, the Practice-Based Ambulatory Program represents a successful model for meeting the clerkship objectives. Additionally, exposing students to a high volume of commonly encountered conditions in a private business setting complements the referral cases seen in our large animal teaching hospital.
A Model for Improving Student Confidence and Experience in Diagnostic Sample Collection and Interpretation
Authors: Williams Laurel E. , Nettifee-Osborne Julie A. , Johnson Jeffrey L.
Published: January 2008

Confidence and proficiency in diagnosing and treating a variety of diseases is of obvious importance to veterinary students. Traditional teaching methods relying on live-animal laboratories or teaching-hospital cases may not provide the breadth and depth of experience necessary to promote optimal development of confidence and skills. These settings also raise concerns about expense, about animal welfare when animals are used in teaching laboratories, and about the stress and potential risks associated with client-owned pets in the teaching hospital. A one-week course implemented in our veterinary curriculum provides the opportunity for students to develop self-assurance and experience in sample collection and interpretation skills in a realistic, clinical-model setting. This course provides students with significantly improved levels of confidence when performing procedures and interpreting results from a variety of procedures and helps prepare them to become clinicians entering the practice of veterinary medicine.