bluuebunny/crossref_metadata_2025 huggingface dataset:
Integrating Animal Welfare into Veterinary Education: Using an Online, Interactive Course
Authors: Siegford Janice M. , Bernardo Theresa M. , Malinowski Robert P. , Laughlin Kirsty , Zanella Adroaldo J.
Published: January 2008

Veterinarians in the United States and abroad are faced with growing public concern for the welfare of animals, particularly those in production. To prepare veterinarians to exert the leadership expected by the public and industry, steps should be taken to provide instruction in animal welfare at veterinary colleges. The ultimate goal is to offer courses in animal welfare in a consistent manner on a global scale, utilizing existing expertise in an efficient and cost-effective manner. Given the intense curricula of veterinary schools and the scarcity of instructors trained in animal welfare, a nontraditional approach is needed to educate veterinary students in the United States and abroad in animal welfare. Michigan State University (MSU) is developing a graduate-level, online interactive course in animal welfare assessment. The course will approach the topic of animal welfare education from a holistic, multidisciplinary standpoint (encompassing ethics, economics, and behavior) and address issues important to the general public and the international community. The MSU course will draw on renowned international animal welfare experts, allowing students to receive high-quality education that would be difficult in any other circumstance. The course will bridge an important gap in the veterinary curriculum and offer a complete and congruous education in animal welfare to veterinarians worldwide. The MSU course will also serve as a model for collaboration in content assembly and course delivery, by using technology to leverage global expertise in the interests of educational equity. In addition to innovative technology, such as the use of Web-collaboration software to create the course, a variety of media that enable students to interact with the material will also be incorporated throughout the course. Thus, the course will not only utilize the Internet to provide access to high-quality material, but will also require the active participation of the student, which is needed for effective learning.
A Comparison of Responses to Group Learning between First-Year Asian and First-year Australian Veterinary Science Students
Authors: Mills Paul C. , Woodall Peter F.
Published: January 2008

Introduction – Group learning has been used to enhance deep (long-term) learning and promote life skills, such as decision making, communication, and interpersonal skills. However, with increasing multiculturalism in higher education, there is little information available as to the acceptance of this form of learning by Asian students or as to its value to them.

Methodology – Group-learning projects, incorporating a seminar presentation, were used in first-year veterinary anatomical science classes over two consecutive years (2003 and 2004) at the School of Veterinary Science, University of Queensland. Responses of Australian and Asian students to survey forms evaluating the learning experience were analyzed and compared.

Results – All students responded positively to the group learning, indicating that it was a useful learning experience and a great method for meeting colleagues. There were no significant differences between Asian and Australian students in overall responses to the survey evaluating the learning experience, except where Asian students responded significantly higher than Australian students in identifying specific skills that needed improving.

Conclusions – Group learning can be successfully used in multicultural teaching to enhance deep learning. This form of learning helps to remove cultural barriers and establish a platform for continued successful group learning throughout the program.
Genetic Susceptibility to Scrapie in Sheep: A Clinically Relevant Theme in Veterinary Medical Education
Authors: Ryan Marion T. , Sweeney Torres
Published: January 2008

Rationale for this study – This article describes and evaluates two molecular biology practical classes based around the theme of genetic susceptibility to scrapie in sheep. These practical classes allow students to experience a range of molecular biology techniques in the context of a clinically based genetic disease.

Methodology – The two molecular biology practical classes described are evaluated in terms of their perceived usefulness to study by first-year veterinary medicine students. The students’ ratings are then assessed in relation to the approaches to studying (i.e., deep, strategic, and surface). These dimensions of learning are measured using the 52-item Approaches to Studying Inventory (ASI).

Results – The overall ratings from students in relation to both the practical classes were found to be positive. The scrapie genotyping practical was the highest-ranking laboratory-based practical in the first-year curriculum. Ratings in terms of usefulness to studies for both practical classes were found to be significantly higher for students with higher deep learning scores.

Conclusion – The practical classes described here provide a clinically relevant scenario within which molecular biology concepts and methods can be illustrated to veterinary students. The positive correlation with deep learning is more evident for the scrapie genotyping practical than for the DNA extraction practical. This may reflects the complexity of the former, which is greater both technically and conceptually.
Teaching and Learning Communication in Veterinary Medicine
Authors: Kurtz Suzanne
Published: January 2008

Drawing on extensive evidence and experience in human medicine, this article offers a practical conceptual framework for thinking more precisely about how to teach and learn communication systematically and intentionally in veterinary medicine. The overarching goal is to promote the development of communication programs so as to improve communication in veterinary practice to a professional level of competence. A three-part conceptual framework is presented that first explores the rationale behind teaching and learning communication, including the evidence base regarding the impact of communication on clinician–client interactions and outcomes of care and the research on teaching and learning communication skills in medicine. The second part considers four ways to conceptualize what to teach and learn, as explicated by (a) the domains of communication in veterinary medicine; (b) “first principles” of effective communication; (c) evidence-based goals or outcomes for communication programs; and (d) delineation and definition of the specific individual skills that research evidence supports, as presented in the Calgary-Cambridge Guides. The last part of the conceptual framework examines how to teach communication, including the use of models, a primary focus on skill development as the backbone of communication programs, and the value of other methods supported by the evidence, such as simulated patients, videotape, small groups, and feedback and facilitation skills. Communication impacts the clinician–client interaction and outcomes of care in very significant ways. Communication can and should be taught and learned with as much rigor as other aspects of clinical competence. Veterinary programs at all levels should include the teaching of communication.
Training Health Professions Instructors for the Twenty-First Century: The Dundee Experience
Authors: McAleer Sean , Davis Margery
Published: January 2008

This article describes the award-bearing program of courses for instructors and trainers of health care professionals in medical education that is available through the Centre for Medical Education, University of Dundee, Scotland, UK. The program is designed for those who wish to enhance their teaching skills and acknowledges the different roles that a instructor must undertake. The program is open to health care professionals throughout the world. Participation from across the world has increased on a yearly basis; currently we have upwards of 1,000 health professionals studying with us. This article describes the educational philosophy underpinning the course structure. It looks at the special features of the course, such as the outcome-based approach and the linking of theory to practice. The course design, delivery, content, and assessment are explained, as well as some new developments and collaborative work. It is hoped that this article will be of interest to journal readers wishing to undertake a qualification in health professions education.
Building on Existing Models from Human Medical Education to Develop a Communication Curriculum in Veterinary Medicine
Authors: Adams Cindy L. , Kurtz Suzanne M.
Published: January 2008

Communication is a core clinical skill of veterinary medicine and one that needs to be taught and learned to the same degree as other clinical skills. To provide this education and essential expertise, veterinary schools in many countries, especially including North America, the United Kingdom, and Australia, have begun to develop programs and communication curricula. Human medical education, however, has 30 years’ experience in developing communication curricula, and is thus an excellent resource upon which veterinary educators can build and shape their own communication programs. This article describes a skills-based communication course that has been successfully implemented for veterinary medical education at Ontario Veterinary College (OVC) and was based on the University of Calgary Faculty of Medicine's well-established program. The Calgary-Cambridge Guides and supporting textbooks provide the scaffolding for teaching, learning, and evaluation in both programs. Resources such as space and materials to support the OVC program were also patterned after Calgary's program. Communication skills, and the methods for teaching and learning them, are equally applicable for the needs of both human medicine and veterinary medicine. The research evidence from human medicine is also very applicable for veterinary medicine and provides it the leverage it needs to move forward. With this extensive base available, veterinary medicine is in a position to move communication skills training forward rapidly.
Development of Veterinary Communication Skills at Murdoch University and in Other Australian Veterinary Schools
Authors: Mills Jennifer N. , Irwin Peter , Baguley John , Meehan Michael , Austin Heidi , Fitzpatrick Lee , Parry Bruce , Heath Trevor
Published: January 2008

A historical perspective of the development of interpersonal communication and consultation skills workshops within the veterinary curriculum at Murdoch University is presented, along with plans for the future in this area. Videos have been found to be valuable teaching tools for triggering discussion in workshops on communication issues and in reviewing real client consultations. More use could be made of role plays with actors involving challenging consultations, and changes in the curriculum could allow for aspects of professional and applied interpersonal skills to be incorporated at an earlier stage of the program. An overview of the professional communication programs in other Australian veterinary schools is also presented. Most programs involve interaction with veterinary practitioners and consultants such as counselors and psychologists, and most veterinary schools offer a program of professional development spanning five years of the curriculum.
Quality Commitment and Management in Veterinary Education
Authors: Rodríguez-Martínez Heriberto
Published: January 2008

This article provides an overview of how quality assurance is developing as a major component of the evaluation of establishments of veterinary education in Europe and, hence, of the evaluation of the veterinary training provided. Also discussed are the ways in which education in veterinary medicine in Europe is currently regulated and assessed and how this assessment is evolving. Major attention is paid to quality indicators, quality-assurance implementation, the development of a culture of quality in veterinary education within Europe, quality assurance for certification or accreditation of such schools, and promoting the development of a global network of evaluation of veterinary education.
Competence at Graduation: Implications for Assessment
Authors: Rhind Susan M.
Published: January 2008

Assessment of clinical competence is an integral component of veterinary medical and medical programs. Assessing competence is not straightforward, however, and there have been many studies in the medical education literature on the subject. This article seeks to review developments and current thinking in this important area.
The Veterinary Programs at the Romanian University of Agricultural Sciences and Veterinary Medicine
Authors: Crivineanu Victor , Cozma Vasile , Carp-Cărare Mihai , Dărăbuş Gheorghe , Adam Sorana
Published: January 2008

Romania has a long tradition in the field of veterinary medicine, interest in which can be traced back to the early nineteenth century. There are four main veterinary educational centers in Romania, one for each province: the Faculty of Veterinary Medicine in Bucharest in the south; the Faculty of Veterinary Medicine in Cluj-Napoca in the northwest; the Faculty of Veterinary Medicine in Iaşi in the northeast; and the Faculty of Veterinary Medicine Timişoara in the south west. The authors of this article are faculty members representing each of these schools.
Deep Dissection: Motivating Students beyond Rote Learning in Veterinary Anatomy
Authors: Cake Martin A.
Published: January 2008

The profusion of descriptive, factual information in veterinary anatomy inevitably creates pressure on students to employ surface learning approaches and “rote learning.” This phenomenon may contribute to negative perceptions of the relevance of anatomy as a discipline. Thus, encouraging deep learning outcomes will not only lead to greater satisfaction for both instructors and learners but may have the added effect of raising the profile of and respect for the discipline. Consideration of the literature reveals the broad scope of interventions required to motivate students to go beyond rote learning. While many of these are common to all disciplines (e.g., promoting active learning, making higher-order goals explicit, reducing content in favor of concepts, aligning assessment with outcomes), other factors are peculiar to anatomy, such as the benefits of incorporating clinical tidbits, “living anatomy,” the anatomy museum, and dissection classes into a “learning context” that fosters deep approaches. Surprisingly, the 10 interventions discussed focus more on factors contributing to student perceptions of the course than on drastic changes to the anatomy course itself. This is because many traditional anatomy practices, such as dissection and museum-based classes, are eminently compatible with active, student-centered learning strategies and the adoption of deep learning approaches by veterinary students. Thus the key to encouraging, for example, dissection for deep learning (“deep dissection”) lies more in student motivation, personal engagement, curriculum structure, and “learning context” than in the nature of the learning activity itself.
The Online Professional Master of Science in Food Safety Degree Program at Michigan State University: An Innovative Graduate Education in Food Safety
Authors: Mather Edward C. , McNiel Pattie A.
Published: January 2008

A market-research study conducted in 2000 indicated a need for a degree program in food safety that would cover all aspects of the food system, from production to consumption. Despite this, such a program was not enthusiastically supported by employers, who feared losing their valued employees while they were enrolled in traditional on-campus graduate programs.

A terminal professional degree was successfully created, offered, and modified over the succeeding five years. The innovative, non-traditional online program was developed to include a core curriculum and leadership training, with elective courses providing flexibility in specific areas of student interest or need.

The resulting Professional Master of Science in Food Safety degree program provides a transdisciplinary approach for the protection of an increasingly complex food system and the improvement of public health. Enrollment in the program steadily increased in the first three years of delivery, with particular interest from industry and government employees.

The curriculum provides a platform of subject material from which certificate programs, short-courses, seminars, workshops, and executive training programs may be delivered, not only to veterinarians but also to related food and health specialists. The program has fulfilled a need for adult learners to continue as working professionals in the workforce. The benefit to the employer and to society is an individual with enhanced knowledge and networking and leadership skills.
Promoting Science-Based Careers through Student-Directed Learning
Authors: McGregor Douglas D. , Fraser David R.
Published: January 2008

Student-directed learning has been featured in a program aimed at promoting the entry of veterinary students into science-based careers. Pursuant to that objective, students participated in workshops and role-playing exercises calculated to enhance self-confidence and the development of leadership, teamwork, and communication skills. Insights into research careers and the optimal sequencing of graduate training were also gained through self-study and simulated interviews for research or service positions in industry. The modules were well received by students, who found them enjoyable and relevant to their career aspirations.
Whither Veterinary Education—Have We Lost Our Direction?
Authors: Halliwell Richard
Published: January 2008

Introduction The changing demands on the profession 2.1 Production animal medicine 2.2 Small-animal practice 2.3 Other forms of practice and veterinary endeavor What characteristics are necessary in the veterinary graduate to meet these changing demands? To what extent are teaching establishments meeting the current challenges in achieving these goals? 4.1 The information overload 4.2 Teaching and examination methodology 4.3 To what extent are we concentrating on entry-level practice? 4.4 Do our student recruitment and teaching programs facilitate and encourage the diversity that is required of our graduate pool? 4.5 The funding of veterinary education 4.6 Toward international excellence and cost efficiency: Are these conflicting and unrealizable goals? 4.7 The research problem 4.8 The accreditation process: Friend or foe? Conclusions
Historical Perspective and Future Directions in Training of Veterinary Pathologists with an Emphasis on Zoo and Wildlife Species
Authors: Lowenstine Linda J. , Montali Richard J.
Published: January 2008

This article discusses the history of the field of zoo and wildlife pathology, training opportunities for veterinary students and graduate veterinarians, and current and future job opportunities. The niches occupied by veterinarians in this field and their contributions to animal and human health are also highlighted. The field of zoo and wildlife, or “non-traditional” species, pathology has its roots in comparative anatomy, zoology, wildlife biology, and medical pathology in the mid- to late nineteenth century. The initial emphasis was on comparisons between animal and human diseases or on management of game animals. Veterinarians became increasingly involved during the twentieth century, gradually changing the emphasis to improvement of conservation strategies, captive care, and elucidation of diseases of concern for the animals themselves. Currently there are several zoos and wildlife agencies in the United States employing full-time veterinary pathologists. Private and government diagnostic laboratories, veterinary schools, and other academic institutions in the United States with pathology departments are other employers. The field requires post-DVM training by means of a residency program leading to board certification, graduate school (MS or PhD degrees), or both. Veterinary students can gain valuable experience in the field through externships and, at some schools, through elective courses in the curriculum. Current concerns about ecosystem health, bioterrorism, and the recognition that captive and free-ranging wildlife can serve as sentinel species will increase the demand for veterinary pathologists choosing this very rewarding career path specializing in non-traditional species.
Educating Veterinarians for Careers in Free-Ranging Wildlife Medicine and Ecosystem Health
Authors: Mazet Jonna A.K. , Hamilton Gillian E. , Dierauf Leslie A.
Published: January 2008

In the last 10 years, the field of zoological medicine has seen an expansive broadening into the arenas of free-ranging wildlife, conservation medicine, and ecosystem health. During the spring/summer of 2005, we prepared and disseminated a survey designed to identify training and educational needs for individuals entering the wildlife medicine and ecosystem health fields. Our data revealed that few wildlife veterinarians believe that the training they received in veterinary school adequately prepared them to acquire and succeed in their field. Wildlife veterinarians and their employers ranked mentorship with an experienced wildlife veterinarian, training in leadership and communication, courses and externships in wildlife health, and additional formal training beyond the veterinary degree as important in preparation for success. Employers, wildlife veterinarians, and job seekers alike reported that understanding and maintaining ecosystem health is a key component of the wildlife veterinarian's job description, as it is critical to protecting animal health, including human health. Today's wildlife veterinarians are a new type of transdisciplinary professional; they practice medicine in their communities and hold titles in every level of government and academia. It is time that we integrate ecosystem health into our curricula to nurture and enhance an expansive way of looking at veterinary medicine and to ensure that veterinary graduates are prepared to excel in this new and complex world, in which the health of wildlife, domestic animals, and people are interdependent.
Future Directions in Training of Veterinarians for Small Exotic Mammal Medicine: Expectations, Potential, Opportunities, and Mandates
Authors: Rosenthal Karen
Published: January 2008

Small exotic mammals have been companions to people for almost as long as dogs and cats have been. The challenge for veterinary medicine today is to decipher the tea leaves and determine whether small mammals are fad or transient pets or whether they will still be popular in 20 years. This article focuses on pet small-mammal medicine, as the concerns of the laboratory animal are better known and may differ profoundly from those of a pet. Dozens of species of small exotic mammals are kept as pets. These pet small-mammal species have historically served human purposes other than companionship: for hunting, for their pelts, or for meat. Now, they are common pets. At present, most veterinary schools lack courses in the medical care of these animals. Veterinary students need at least one required class to introduce them to these pets. Currently, there are no small-mammal-only residency programs. This does not correspond with current needs. The only way to judge current needs is by assessing what employers are looking for. In a recent JAVMA classified section, almost 30% of small-animal practices in suburban/urban areas were hiring veterinarians with knowledge of exotic pets. All veterinarians must recognize that pet exotic small mammals have changed the landscape of small-animal medicine. It is a reality that, today, many small-animal practices see pet exotic small mammals on a daily basis.
Zoological Medicine Education in Canada: Options and Opportunities
Authors: Smith Dale A.
Published: January 2008

Canada has four veterinary schools, from which approximately 325 veterinarians graduate each year. Curricular offerings in zoological medicine consist of limited core material and a variety of internal and external electives pursued by students with particular interests. Several electives are offered jointly by and rotate among the existing schools. All schools offer graduate programs that encompass some aspects of zoological medicine. A fifth veterinary school, expected to open in 2007, will have a stronger focus on ecosystem health and zoological medicine. In Canada, the most effective method of increasing educational opportunities in zoological medicine is likely through enhanced collaboration among the five schools. Employment opportunities exist in private veterinary practice and at universities, research establishments, provincial or federal governments, and zoological gardens and safari parks. Increasing recognition of the importance of ecosystem health and of the relevance of wildlife diseases to public and domestic animal health will likely result in additional opportunities for veterinarians with an interest in and knowledge of zoological medicine.
Increased Student Self-Confidence in Clinical Reasoning Skills Associated with Case-Based Learning (CBL)
Authors: Patterson Jon S.
Published: January 2008

Second-year veterinary students were surveyed at the beginning and end of a 15-week semester regarding their confidence in performing three clinical reasoning skills: (1) making Problem Lists; (2) making Rule-Out Lists; and (3) selecting appropriate diagnostic tests. Each week during the semester, these skills were practiced in small-group case discussions. Changes in self-confidence were analyzed and studied in light of faculty assessments of student competence in performance of the three skills.

Rationale – The purpose of the study was to determine if students’ self-confidence in performing three clinical reasoning skills increased with practice.

Methodology – On the first and last days of class, students rated their confidence in each of the three skills on a scale of 0 to 10. Mean confidence scores for the whole class both for time points and for each of the three skills were analyzed.

Results – There were significant increases in students’ self-confidence in all three clinical reasoning skills over the semester each year. A greater percentage of students expressed improved confidence in selecting appropriate diagnostic tests than in the other two skills in three of the four years studied.

Conclusions – Students’ self-confidence in performing three clinical reasoning skills improved over the course of a semester in which they practiced the skills in a CBL format. Subjective faculty assessment of students’ competence in these skills generally indicated improvement. However, no meaningful conclusions about the correlation of skill competence and student confidence could be drawn because of inadequacies in the measurement of student performance.
Forecasting Veterinary School Admission Probabilities for Undergraduate Student Profiles
Authors: Green William H. , Watson Susan E. , Kennedy Gary A. , Miceli Claire A. , Taboada Joseph
Published: January 2008

Increased competition for veterinary school admission has created a need to determine whether individual students are likely to be successful candidates for veterinary school admission early in their undergraduate careers. Students invest considerable time and money in pre-veterinary courses of study, hoping for acceptance into professional veterinary school. A forecasting model was developed to predict the likelihood of students with particular characteristics gaining acceptance. Characteristics such as gender, age, size of high school, and ACT, are known upon entrance into college and can be used to determine the likelihood of an individual's being accepted.

Data were gathered from the Louisiana State University College of Veterinary Medicine (LSU-CVM) admissions for all students applying to veterinary school for the classes of 2006 through 2008 from the top two agricultural programs in the state in terms of quantity of applicants to veterinary school: Louisiana State University and Louisiana Tech University. A one-way ANOVA was used to examine whether there were any statistical differences between known demographic and performance variables and acceptance into veterinary school. A logit forecasting model was then estimated to predict the likelihood of gaining acceptance into veterinary school based only on variables known early in the student's undergraduate career. Age, gender, and ACT scores were determined to be important variables in determining the likelihood of gaining admission. Overall, the forecasting model is of use in assigning probabilities of acceptance into veterinary school for specific student profiles, which can assist in one-on-one assistance from advisor to student.
A Comparison of Linear, Fixed-Form Computer-Based Testing versus Traditional Paper-and-Pencil-Format Testing in Veterinary Medical Education
Authors: Folk Lillian C. , March J. Zachary , Hurst Robin D.
Published: January 2008

Computerized testing has made significant inroads into veterinary education. Traditional paper-and-pencil examination formats are being replaced by computer-based testing (CBT). Computer-administered, fixed-form tests, because they mimic most closely the familiar fixed-response paper-and-pencil test formats, might intuitively seem to be inherently equivalent to their paper-and-pencil counterparts. However, research examining test-mode effects on student performance presents a very mixed picture. Additionally, students often report that they feel their performance is adversely affected by CBT and that their grades on the computer-based exams are lower than they would have been on the more familiar paper-and-pencil format. In order to address student perceptions of negative impact and the mixed nature of the published research results on the topic, a study was conducted to assess whether the transition from paper-and-pencil to equivalent linear CBT exams did, in fact, affect students’ examination scores. This study found no evidence for significant test-mode effects on student scores as a result of the introduction of computer-based testing into the veterinary curriculum.
Animal Health: Foundation of a Safe, Secure, and Abundant Food Supply
Authors: DeHaven W. Ron , Goldberg Ruth
Published: January 2008

During the past century, reductions in animal diseases have resulted in a safer, more uniform, and more economical food supply. In the United States, the passage of the 1906 Federal Meat Inspection Act mandated better sanitary conditions for slaughter and processing, as well as inspection of live animals and their processed products. Following World War II, Congress passed the Poultry Products Inspection Act. Both acts are regulated by the Food Safety and Inspection Service (FSIS) of the US Department of Agriculture (USDA). The USDA's Animal and Plant Health Inspection Service (APHIS) is responsible for regulations governing the health of live animals prior to slaughter. This article is a brief overview of the ways in which the current predominance of zoonotics among emerging diseases underscores the importance of veterinary health professionals and the need for continued coordination between animal-health and public-health officials. Examples of intersections between animal- and public-health concerns include bovine spongiform encephalopathy (BSE) and Johne's disease, as well as extending beyond food safety to diseases such as avian influenza (AI). In the United States, we have in place an extensive public and private infrastructure to address animal-health issues, including the necessary expertise and resources to address animal-health emergencies. However, many challenges remain, including a critical shortage of food-animal veterinarians. These challenges can be met by recruiting and training a cadre of additional food-supply veterinarians, pursuing new technologies, collaborating with public-health officials to create solutions, and sending a clear and consistent message to the public about important animal-health issues.
The Objective Structured Clinical Examination: Three Decades of Development
Authors: Hodges Brian David
Published: January 2008

The Objective Structured Clinical Examination (OSCE) has become a standard for performance-based assessment in many health professions. Originally developed for assessment in medical schools, the OSCE has been widely adopted for teaching, assessment, and certification purposes in most health professions. This article outlines the reasons for the rapid uptake of OSCEs and explores some of the key features of OSCE development that have implications for use in veterinary medicine.
A Philosophy and Approach to Teaching the Epidemiology of Food-Borne, Waterborne, and Zoonotic Diseases
Authors: Waltner-Toews David , Jones Andria Q.
Published: January 2008

Faculty members from veterinary colleges that teach courses on food-borne, waterborne, and zoonotic diseases to non-veterinary students face unique challenges. The diversity of students’ backgrounds, skills, and goals and the public nature of the science require some ingenuity in combining good science with the ability to communicate clearly in a variety of public forums. Drawing on pedagogical theory, the nature of the material, and the diverse abilities of the students, we have put together an effective teaching package for non-veterinary courses on these subjects, which includes a range of methods from outbreak investigations to town hall meetings and food diaries.
Hawaii Veterinarians' Bioterrorism Preparedness Needs Assessment Survey
Authors: Katz Alan R. , Nekorchuk Dawn M. , Holck Peter S. , Hendrickson Lisa A. , Imrie Allison A. , Effler Paul V.
Published: January 2008

The purpose of this study was to assess the objective bioterrorism-related knowledge base and the perceived response readiness of veterinarians in Hawaii to a bioterrorism event, and also to identify variables associated with knowledge-based test performance. An anonymous survey instrument was mailed to all licensed veterinarians residing in Hawaii (N = 229) up to three times during June and July 2004, using numeric identifiers to track non-respondents. The response rate for deliverable surveys was 59% (125 of 212). Only 12% (15 of 123) of respondents reported having had prior training on bioterrorism. Forty-four percent (55 of 125) reported being able to identify a bioterrorism event in animal populations; however, only 17% (21 of 125) felt able to recognize a bioterrorism event in human populations. Only 16% (20 of 123) felt they were able to respond effectively to a bioterrorist attack. Over 90% (106 of 116) expressed their willingness to provide assistance to the state in its response to a bioterrorist event. Veterinarians scored a mean of 70% correct (5.6 out of 8 questions) on the objective knowledge-based questions. Additional bioterrorism preparedness training should be made available, both in the form of continuing educational offerings for practicing veterinarians and as a component of the curriculum in veterinary schools.
Miscible displacements with a chemical reaction in a capillary tube
Authors: Nagatsu Yuichiro , Hosokawa Yuji , Kato Yoshihito , Tada Yutaka , Ueda Toshihisa
Published: January 2008

Miscible displacement of a more‐viscous liquid by a less‐viscous one with a chemical reaction in a capillary tube was investigated experimentally and theoretically. In such a flow field, the less‐viscous liquid continuously leaks from the tip of the finger‐shaped boundary between the two liquids to form another thin finger depending on flow condition. This is called a “spike.” Experimental results show that in the spike product is clearly or scarcely observed when the initial reactant concentration in the less‐viscous liquid is sufficiently larger or smaller than the stoichiometry, respectively. On the basis of theoretical results, a model is proposed in which the difference in the reaction plane's location in either the less‐viscous liquid or in the boundary (determined by the variation in the initial reactant concentrations) results in a significant difference between the locations of the boundary and the reaction plane, this difference being affected by the spike configuration of the boundary. © 2008 American Institute of Chemical Engineers AIChE J, 2008
A multicenter retrospective clinical study of CD5/CD10‐negative chronic B cell leukemias
Authors: Goldaniga Maria , Ferrario Andrea , Cortelazzo Sergio , Guffanti Andrea , Pavone Enzo , Ambrosetti Achille , Marcheselli Luigi , Rossi Francesca , Luminari Stefano , Rossi Andrea , Cro Lilla , Federico Massimo , Lambertenghi Deliliers Giorgio , Baldini Luca
Published: January 2008

CD5‐negative chronic B cell lymphoproliferative disorders in leukemic phase (B‐CLPD) are heterogeneous and relatively uncommon pathologies that often lack a histopathological definition because of the absence of accessible pathological tissue. We describe the clinical features and evolution‐related variables of 156 patients with CD5/CD10‐negative B‐CLPD (median age 66 years, range 25–86). The median follow‐up was 51 months (range 6–216), and overall 3‐ and 5‐year survival was respectively 87 and 76%; 50 patients needed therapy at diagnosis, 56 during follow‐up, and 50 remained untreated until the last control. A combined clinical, histological, cytomorphological, immunophenotypical, and cytogenetic diagnostic approach allowed the complete classification of only a minority of patients as being affected by splenic marginal zone or lymphoplasmacytic lymphoma; the majority of cases remained unclassifiable. Multivariate analysis showed that the clinicohematological variables adversely related to overall survival were serum LDH levels and age, whereas high serum LDH levels, hemoglobin levels of <11 g/dl, and splenomegaly related to treatment‐free time (in “wait and see” cases); only splenomegaly related to time to progression (in treated patients). In conclusion, our retrospective study describes the clinical features and variables related to evolution in a large group of patients with CD5/CD10‐negative chronic B‐cell lymphoid leukemias and underlines the fact that a probable lymphoplasmacytic or marginal zone normal cell origin can be supposed in such leukemic forms, but never surely demonstrated. Am. J. Hematol. 2008. © 2008 Wiley‐Liss, Inc.
Lithium response and genetic variation in the CREB family of genes
Authors: Mamdani Firoza , Alda Martin , Grof Paul , Young L. Trevor , Rouleau Guy , Turecki Gustavo
Published: January 2008

Bipolar disorder (BD) is a severe psychiatric disorder that affects 1% of the population. Recently, there have been many attempts to identify specific genes that are involved in BD; however, the task of finding susceptibility genes is not easy due to the complexity of the disorder. Since lithium (Li) has been used for over 40 years now as an effective prophylactic agent and response to Li treatment seems to be, at least in part, genetically determined, classification according to Li response is a manner through which more homogeneous populations can be obtained for investigation. It has previously been suggested that Li exerts an effect on signal transduction pathways, such as the cyclic adenosine monophosphate (cAMP) pathway. We carried out an association study of BD with CREB1, CREB2 and CREB3 genes, located at ch 2q32.3‐q34, 22q13.1 and 9pter‐p22.1, respectively. A total of three promoter single nucleotide polymorphisms (SNP), 14 SNPs in the UTR, 6 exonic and 15 intronic SNPs were investigated for their frequency and haplotype distribution in a BD sample of 180 lithium responders and 69 nonresponders and 127 controls using a SNaPshot multiplex reaction from Applied Biosystems, a modified fluorescent single base pair extension procedure. Following correction for multiple testing, our results suggest that the CREB1‐1H SNP (G/A change, P < 0.002) and the CREB1‐7H SNP (T/C change, P < 0.002) may be associated with BD and/or lithium response. © 2008 Wiley‐Liss, Inc.
No evidence for involvement of genetic variants in the X‐linked neuroligin genes NLGN3 and NLGN4X in probands with autism spectrum disorder on high functioning level
Authors: Wermter Anne‐Kathrin , Kamp‐Becker Inge , Strauch Konstantin , Schulte‐Körne Gerd , Remschmidt Helmut
Published: January 2008

Several lines of evidence indicate a role of mutations in the two X‐linked genes neuroligin 3 (NLGN3) and neuroligin 4 (NLGN4X) in the etiology of autistic spectrum disorders. To analyze whether genetic variants in the NLGN3 and NLGN4X genes occurs in patients with autistic disorders on high functioning level, we performed a mutation screen of both genes using SSCP in 107 probands with Asperger syndrome, high‐functioning autism and atypical autism. We identified four polymorphisms (rs2290488, rs7049300, rs3747333, rs3747334) and one novel synonymous variant (A558) in the NLGN4X. The polymorphisms rs7049300, rs3747333, and rs3747334 did not cause any amino acid substitutions in the total of the eight detected carriers. A family‐based association study for rs2290488 in 101 trios did not reveal association of this polymorphism with autistic disorders on high functioning level. We conclude that there is no evidence for an involvement of NLGN3 and NLGN4X genetic variants with autism spectrum disorder on high functioning level in our study group. © 2008 Wiley‐Liss, Inc.
Ethical issues raised by incorporation of genetics into the National Birth Defects Prevention Study
Authors: Jenkins Mary M. , Rasmussen Sonja A. , Moore Cynthia A. , Honein Margaret A.
Published: January 2008

Investigators involved in public health research must conduct high‐quality studies that advance scientific knowledge for the collective benefit of the public's health, while at the same time ensuring that the individual rights of human subjects are protected. Successful completion of the Human Genome Project provides greater opportunity to incorporate the study of genetic factors into public health research. Integration of DNA specimen collection into epidemiological studies of complex disorders, such as birth defects, is necessary to identify genetic risk factors that affect susceptibility to potentially modifiable environmental risk factors, but collection of DNA samples often heightens concerns about ethical issues. Some of these issues include ensuring informed consent in an ongoing study as new genetic risk factors and novel genetic technologies for study continue to be identified, achieving a balance between improving participation using incentives and avoiding coercion, ensuring confidentiality of individual genetic data, and considering when and how to report research results to study participants. We present a discussion of ethical issues addressed by investigators of the National Birth Defects Prevention Study, a multisite, population‐based, case–control study of risk factors for birth defects, which has incorporated the study of genetic risk factors. Study participants include infants and young children whose parents consent on their behalf, increasing the complexity of the ethical issues. Discussion of these issues and the methods employed to ensure protection of human subjects might be helpful to other investigators working to integrate genetics into large epidemiological studies. Published 2008 Wiley‐Liss, Inc.
“You're one of us now”: Young people describe their experiences of predictive genetic testing for Huntington disease (HD) and familial adenomatous polyposis (FAP)
Authors: Duncan Rony E. , Gillam Lynn , Savulescu Julian , Williamson Robert , Rogers John G. , Delatycki Martin B.
Published: January 2008

There has been much debate about the psychosocial effects of predictive genetic testing in minors. The majority of this debate has been theoretical, with little empirical evidence published. We conducted in‐depth interviews with 18 young people who had undergone testing, to explore the range of harms and benefits that they perceived were associated with their tests. Participants were eight individuals who were tested for Huntington disease (two gene‐positive, six gene‐negative) and ten who were tested for familial adenomatous polyposis (five gene‐positive, five gene‐negative). At the time of their test they ranged from 10 to 25 years of age. When interviewed they ranged from 14 to 26 years of age. Harms described included knowledge of future illness, witnessing distress in parents, negative effects on family relationships and friendships, effects upon employment and school, experiencing regret, feeling guilty and having to confront difficult issues. Benefits included knowledge of gene‐negative status, relief from uncertainty, witnessing relief in parents, feeling able to plan for the future, positive effects on family relationships and friendships, feeling empowered and experiencing a sense of clarity about what is important in life. Harms were described in relation to gene‐negative test results, as were benefits in relation to gene‐positive test results. The testing process itself had several positive and negative effects for young people, distinct from the actual test result. Future research concerning the effects of predictive genetic testing in young people must remain broad and should aim to measure the beneficial as well as the harmful effects that resonate for young people themselves. © 2008 Wiley‐Liss, Inc.
Ethical implications of including children in a large biobank for genetic‐epidemiologic research: A qualitative study of public opinion
Authors: Kaufman David , Geller Gail , LeRoy Lisa , Murphy Juli , Scott Joan , Hudson Kathy
Published: January 2008

The National Institutes of Health and other federal agencies are considering initiating a cohort study of 500,000 people, including 120,000 children, to measure genetic and environmental influences on common diseases. A community engagement pilot study was conducted to identify public attitudes and concerns about the proposed cohort study, including the ethics of involving children. The pilot included 15 focus groups where the inclusion of children in the proposed cohort study was discussed. Focus groups, conducted in six cities, included 141 adults of different ages, incomes, genders, ethnicities, and races. Many of the concerns expressed by participants mirrored those addressed in pediatric research guidelines. These concerns included minimizing children's fear, pain, and burdens; whether to include young children; and how to obtain children's assent. There was little agreement about which children can assent. Some voiced concern about children's privacy, but most expected that parents would have access to children's study results. Some believed children would not benefit from participating, while others identified personal and societal benefits that might accrue. A few people believed that children's participation would not advance the study's goals. To successfully include children, proposed cohort study would need to address children's changing capabilities and rights as they grow and reach the age of consent. © 2008 Wiley‐Liss, Inc.