bluuebunny/crossref_metadata_2025_split huggingface dataset:
The Application of Information Technology in the Teaching of Veterinary Epidemiology and Public Health
Authors: Smith Ronald D. 
Published: January 2008

Information technology (IT) is an imprecise term currently used to describe computer-based techniques for data manipulation, storage, dissemination, publication, and retrieval. IT possesses several characteristics that promote meaningful learning, including (1) just-in-time, personalized; (2) student-centered versus teacher-centric; (3) self-paced; (4) anytime, anywhere; and (5) discovery (through bibliographic and other information searches). However, if done improperly, IT-based teaching can be counterproductive. Factors to consider when evaluating the effectiveness of IT-based teaching methods include (1) content, (2) learning, (3) delivery support, (4) usability, and (5) technological. IT has been used to support instruction in epidemiology and public health at many levels, ranging from basic computer literacy to hands-on training in epidemiological methods through computer-based problem sets, case workups, outbreak investigations, and tutorials. Online quizzes based on articles selected from practice-oriented journals have been used to promote evidencebased medicine skills, including the critical evaluation of medical claims. As online access and delivery improve, opportunities for substantive online education and lifelong learning through IT have expanded. One of the most novel and comprehensive implementations of collaborative online sharing of educational content in epidemiology and public health is the Epidemiology Supercourse (http://www.pitt.edu/~super1/). More than 9,000 faculty from 118 countries have contributed to an online library of more than 700 lectures with quality control and adherence to accepted pedagogic principles. The goal is to improve teaching and research in epidemiology and public health worldwide. Although the focus is on human medicine, the concepts, methods, and principles can easily be applied to veterinary medicine. The Association for Veterinary Epidemiology and Preventive Medicine (AVEPM) seeks to heighten awareness of issues in veterinary epidemiology and public health education among veterinary educators through various forums, symposia, and workshops. The AVEPM Web site (http://www.cvm.uiuc.edu/avepm/) includes a listing of educational software and Web sites supporting epidemiology and public health education.
Determinants of Adoption and Euthanasia of Shelter Dogs Spayed or Neutered in the University of California Veterinary Student Surgery Program Compared to Other Shelter Dogs
Authors: Clevenger Jaime , Kass Philip H. 
Published: January 2008

Limited economic resources and pet overpopulation force animals shelters to consider euthanasia of adoptable animals every day. Veterinary medical schools can play a positive role in increasing pet adoption and combating overpopulation by providing free neutering for shelter animals. This retrospective cohort study illustrated that the cooperative efforts of a veterinary medicine surgical teaching program and local animal shelters decreases euthanasia of adoptable pets. At the University of California, Davis (UCD), shelter dogs are neutered by veterinary students and then returned to the shelter for adoption. The rates of adoption and euthanasia of the dogs neutered at UCD were contrasted with a comparison shelter group to determine the effect of pre-adoption neutering. The UCD-neutered dogs had a lower rate of euthanasia than the comparison shelter group at the shelters investigated. At Sacramento County Animal Care and Regulation, 73% of the UCD group but only 36% of the comparison group were adopted. At Yolo County Animal Services, 71% of the UCD group and 45% of the comparison group were adopted. The sex of an animal did not significantly affect the rate of euthanasia. Dogs that were predominantly pit bull, rottweiler, or chow chow breeds had higher rates of euthanasia than other breeds, independent of neuter status. Also, juveniles (less than one year old) had lower rates of euthanasia than adults, independent of neuter status. UCD adult dogs had lower rates of euthanasia than comparison adults. Post-surgical UCD dogs spent a longer average time in the shelter before adoption (15 days at Sacramento; 16 days at Yolo) than the comparison dogs (11 and 12 days, respectively). UCD dogs also spent a longer average time in the shelter before euthanasia (18 and 25 days, respectively) than the comparison dogs (13 days at both shelters). Lower probabilities of euthanasia for behavioral or medical reasons were found for UCD dogs than for the comparison dogs. The probability of euthanasia for reasons of space limitations increased with time in shelter for both groups. In this study, pre-adoption neutering increased adoptions without increasing the probability of medical or behavioral euthanasia.
Future Directions in the European Union for Veterinary Education as Related to Food-Producing Animals, with Special Reference to Greece
Authors: Kyriakis Spyridon C. , Alexopoulos Constantinos , Tassis Panayiotis D. , Tzika Eleni D. , Kritas Spyridon K. , Burriel Angeliki R. 
Published: January 2008

During the past 50 years, procedures for raising food-producing animals have changed. Intensification of food production was necessary to keep prices low and to fulfill market demands for the continuously increasing worldwide population. Intensification of farming procedures produced many new problems, some of which had a considerable impact on public opinion about how animals are raised and how food of animal origin is produced and preserved. “Man made diseases” of animals such as bovine spongiform encephalopathy (BSE); contamination of foods with dioxins either through contamination of animal feeds or from the environment; and increased microbial resistance to drugs used for treatment, for prophylaxis of animals from infectious agents, and for growth promotion are some well-known hazards of intensified farming. Veterinarians working on food-producing animals are faced with an increased demand for foods of high quality and safety in developed countries, and higher quantities in the rest of the world. These qualitative and quantitative changes indicate that they must adjust to these new conditions. They will be most successful if their education is adjusted to meet the challenges that the public has created for them through new concepts of the production of food of animal origin. One such concept is the production of foods under fully certified procedures from the farm to the consumer’s table. Food safety measures protecting public health will better be achieved if the education of the future veterinarian includes the principles of Hazard Analysis Critical Control Points (HACCP) starting at farm level. This article provides some market-driven ideas in this direction for European Union (EU) countries, including Greece.
Observations of Veterinary Medicine Students’ Approaches to Study in Pre-clinical Years
Authors: Ryan Marion T. , Irwin Jane A. , Bannon Finian J. , Mulholland Clive W. , Baird Alan W. 
Published: January 2008

Rationale for this study – This study has two purposes. The first is to explore an instrument of evaluation of the approaches to study (deep, strategic, and surface) adopted by students in the pre-clinical years of their veterinary degree program. The second is to examine relationships between these approaches and a broad range of further factors deemed relevant to the veterinary medicine context. We envisage that a greater knowledge of how these students learn will aid curriculum reform in a way that will enrich the learning experience of veterinary students. Methodology – A questionnaire consisting of the 52-question Approaches to Study Inventory (ASI) and an additional 49 questions relating mainly to teaching, assessment, and study skills was distributed to 215 veterinary medicine (MVB) students in their pre-clinical years of study. Factor analysis was used to ensure that the ASI section of the questionnaire maintained previously reported structure. The internal reliability of the approaches measured was tested using Cronbach alpha analysis. The approaches were described as frequency distributions. Associations between the parameters (deep, strategic, and surface) and 49 additional context-specific factors were investigated using loglinear analysis. Results – (1) Factor analysis revealed that the integrity and structure of the instrument in this context was generally comparable to previous studies. (2) The impact of a high workload was evident in the surface approach, with fear of failure becoming a strong motivating factor and syllabus boundness a widely used strategy. (3) Associations made between the approaches and 49 context-specific factors showed strong associations between both workload and lack of prior knowledge with the surface approach. (4) Grades were associated positively with both the deep and strategic approaches but negatively with the surface approach. (5) A range of learning and study skills were associated positively with the deep and strategic approaches and negatively with the surface approach. Conclusion – The ASI proved to be a reliable and insightful instrument, highlighting specific surface learning tendencies present in the group as well as a deep learning approach, the pattern of which deviates from previous studies on this subject. This study also confirms the value of some teaching practices as a means of supporting deep learning and perhaps challenging surface learning strategies. The prevalent perception of a high workload is notable, as is its positive association with surface learning.
The Opportunities Map at Cornell University: Finding Direction in Dairy Production Medicine
Authors: Mitchell Hilda M. , Nydam Daryl V. , Reyher Kristen K. , Gilbert Robert O. 
Published: January 2008

Discussion between faculty and interested students revealed the existence of a multitude of opportunities in dairy production medicine at the College of Veterinary Medicine at Cornell University. Many of these were not well known to students, or even to some of the faculty, and the means of accessing specific learning experiences were sometimes obscure. Together, an informal group of faculty, students, and alumni set about cataloging available educational opportunities, resulting in a 31-page publication referred to as the “Opportunities Map.” Essentially a student handbook for production medicine students, the Opportunities Map at Cornell helps guide the travel of food animal–interested students through the curriculum without missing the important highlights along the way. The map was originally developed to chronicle the opportunities and resources available to students, but it has also been used to foster face-to-face communications between students and faculty, to welcome incoming students with production animal interests, and to provide a baseline description for further discussion about the curriculum.
ATLes: The Strategic Application of Web-Based Technology to Address Learning Objectives and Enhance Classroom Discussion in a Veterinary Pathology Course
Authors: Hines Stephen A. , Collins Peggy L. , Quitadamo Ian J. , Brahler C. Jayne , Knudson Cameron D. , Crouch Gregory J. 
Published: January 2008

A case-based program called ATLes (Adaptive Teaching and Learning Environments) was designed for use in a systemic pathology course and implemented over a four-year period. Second-year veterinary students working in small collaborative learning groups used the program prior to their weekly pathology laboratory. The goals of ATLes were to better address specific learning objectives in the course (notably the appreciation of pathophysiology), to solve previously identified problems associated with information overload and information sorting that commonly occur as part of discovery-based processes, and to enhance classroom discussion. The program was also designed to model and allow students to practice the problem-oriented approach to clinical cases, thereby enabling them to study pathology in a relevant clinical context. Features included opportunities for students to obtain additional information on the case by requesting specific laboratory tests and/or diagnostic procedures. However, students were also required to justify their diagnostic plans and to provide mechanistic analyses. The use of ATLes met most of these objectives. Student acceptance was high, and students favorably reviewed the online “Content Links” that made useful information more readily accessible and level appropriate. Students came to the lab better prepared to engage in an in-depth and high-quality discussion and were better able to connect clinical problems to underlying changes in tissue (lesions). However, many students indicated that the required time on task prior to lab might have been excessive relative to what they thought they learned. The classroom discussion, although improved, was not elevated to the expected level–most likely reflecting other missing elements of the learning environment, including the existing student culture and the students’ current discussion skills. This article briefly discusses the lessons learned from ATLes and how similar case-based exercises might be combined with other approaches to enhance and enliven classroom discussions in the veterinary curriculum.
Web-Based Technology: Its Effects on Small Group “Problem-Based Learning” Interactions in a Professional Veterinary Medical Program
Authors: Schoenfeld-Tacher Regina , Bright Janice M. , McConnell Sherry L. , Marley Wanda S. , Kogan Lori R. 
Published: January 2008

The objective of this investigation was to ascertain whether and how the introduction of a new technology (WebCT) influenced faculty teaching styles while facilitating small group problem-based learning (PBL) sessions in a professional veterinary medical (PVM) program. The following questions guided the study: (1) How does the use of technology affect faculty teaching behaviors? (2) Do the facilitators’ interactions with WebCT technology change over the course of one semester? (3) What is the perceived impact of WebCT on facilitators’ role in PBL? The study employed a combination of qualitative (case study) and semi-quantitative (survey) methods to explore these issues. Nine clinical sciences faculty members, leading a total of six PBL groups, were observed over the course of an academic semester for a total of 20 instructional sessions. The qualitative data gathered by observing faculty as they facilitated PBL sessions yielded three major themes: (1) How do PBL facilitators adapt to the addition of WebCT technology? (2) Does this technology affect teaching? and (3) How do PBL facilitators interact with their students and each other over the course of a semester? No direct evidence was found to suggest that use of WebCT affected teaching behaviors (e.g., student-centered vs. teacher-centered instruction). However, all facilitators showed a moderate increase in comfort with the technology during the semester, and one participant showed remarkable gains in technology skills. The teaching theme provided insight into how facilitators foster learning in a PBL setting as compared to a traditional lecture. A high degree of variability in teaching styles was observed, but individuals’ styles tended to remain stable over the course of the semester. Nevertheless, all facilitators interacted similarly with students, in a more caring and approachable manner, when compared to the classroom or clinic atmospheres.
Developing Scientist Leaders for Tumultuous Times
Authors: Woteki Catherine E. 
Published: January 2008

Leadership is a quality that can be learned. It is a behavior that one practices, and, after lots of practice, it becomes a habit. This is a lesson I learned from my father, who was a career pilot in the US Air Force and instilled this into me and my siblings from a very early age. It is also something I have learned in observing others. I have frequently asked why some people from certain disciplinary backgrounds seem to have an advantage in the leadership area. Think of the backgrounds of our Presidents, for example; so many of them have been attorneys. Members of Congress, as well, also frequently come from that disciplinary background. Key decision makers in government frequently come from economics backgrounds. I have also asked why this is the case. Frequently, the answer seems to be that these disciplines define themselves as being those that create leaders, not that they limit their members’ aspirations. Why are so few veterinarians in leadership positions? It seems quite a paradox that they are not. The assets of an education in veterinary medicine are many. The education provides a very broad background in systems biology, medicine, and public health. There are many career paths for veterinarians. Most choose private practice, but, beyond that, career paths exist in industry, particularly the biomedical industry; in trade associations; in government and industry research; and in public health and regulatory positions. There are also many opportunities in academia, certainly in colleges of veterinary medicine but, beyond that, also in human medicine and in the biology disciplines. International opportunities also exist in governmental and non-governmental organizations, such as the Food and Agriculture Organization at the United Nations and the World Health Organization, and in advocacy and lobbying. Veterinarians are also making news these days. The emerging zoonotic diseases that have seized headlines in papers around the world give prominence to veterinarians and the skills they bring to bear in fighting current outbreaks and preventing future outbreaks of these diseases, such as SARS, Ebola, West Nile virus, and even HIV/AIDS.
Attitudes of Veterinary Students at One US College toward Factors Relating to Farm Animal Welfare
Authors: Levine Emily D. , Mills Daniel S. , Houpt Katherine A. 
Published: January 2008

Rationale for study – The American Veterinary Medical Association’s policy states that veterinarians are obliged to promote good animal welfare. In order to establish how compatible the attitudes of future veterinarians in one North American Veterinary College were with the promotion of good animal welfare, students were surveyed with respect to their opinions about the humaneness of commonly employed agricultural procedures (e.g., hot branding) and their beliefs about the cognitive ability of various domesticated species. Methodology – A Web-based questionnaire was made available to all veterinary students at Cornell University. Descriptive summary data were collected with regards to students’ perceptions of the cognitive abilities of six different domesticated species. Students were also asked if they considered certain agricultural procedures to be humane for each of these species. The data were analyzed with respect to students’ future career goals. Chi-squared tests and nonparametric statistical techniques were used to examine differences between species and desired career goals. Results and Conclusions – Veterinary students were more likely to believe that dogs and cats had cognitive abilities than farm animals did. Students considered various procedures to be more humane for farm mammals than for dogs and cats. Students aspiring to work with food animals considered more procedures to be humane for all species than did students aspiring to work with small animals. The inconsistency of students’ attitudes for different species has implications for veterinary education and animal welfare. Scientific fields integral to understanding animal welfare may need to be emphasized within the veterinary educational curriculum.
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.