Table 1
Source publication
Facilitated clinical relevance (FCR) at the University of Nottingham School of Veterinary Medicine and Science is a small-group educational model that promotes student-centered learning. The objectives of this study were: (1) to examine students' opinions of FCR as a learning approach compared with other teaching methods; and (2) to establish if ge...
Similar publications
From 2002 onwards, a nationwide working group of representatives from all medical (8), dental (3) and veterinary medicine (1) schools collaborated in order to develop and implement recommendations for teaching and assessing professional behaviour.
The aim of this article is to describe the outcomes of this process, including hurdles encountered and...
The prevention and management of pain is fundamental to the practice of both human and veterinary medicine. The recognition and treatment of pain represents an important indicator of the quality of care delivered in human hospitals and veterinary hospitals. Yet, both human and veterinary health care professionals have cited inadequate knowledge as...
Shelter medicine is a veterinary discipline of growing importance. Formally accepted as a clinical specialty in the US in 2014, the practice of shelter medicine worldwide is expanding. As a topic in veterinary pre-registration (undergraduate) education, it is frequently used as an opportunity to teach primary care skills, but increasingly recognize...
OBJECTIVE
To evaluate muscle activity and hand motion in veterinarians performing a standard set of laparoscopic training tasks.
SAMPLE
12 veterinarians with experience performing laparoscopic procedures.
PROCEDURES
Participants were asked to perform peg transfer, coordination, precision cutting, and suturing tasks in a laparoscopic box trainer. Ac...
Citations
... Models, such as facilitated clinical relevance 14 and the adult experiential learning model, 15 have been described in doctor of veterinary medicine preparation, but not for learning psychomotor skills. Until these models can be researched for veterinary psychomotor skill acquisition, borrowing models described by PE teachers may help veterinary educators teach psychomotor skills. ...
Veterinary education requires the training of students in cognitive, affective, and psychomotor domains. However, the veterinary education literature tends to focus more on the cognitive domain, with less emphasis on the affective and psychomotor domains. Physical education (PE) teachers have been teaching psychomotor skills to students for decades using a variety of teaching models. Teaching models provide a framework encompassing theory, student and teacher interactions, instructional themes, research support, and valid assessments. This paper reviews some of the models used by PE teachers, including the Direct Instruction Model, the Cooperative Learning Model, the Personalized System for Instruction, and the Peer Teaching Model. We posit that these models might be particularly helpful for novice teachers in veterinary education settings, providing a structure for the teaching and assessment of psychomotor skills.
... Good communication skills are a part of the art of the veterinary medicine; they can improve problem identification and help avoid client dissatisfaction 9,22 . Hence, we advocate that training communication skills, especially in small groups 23 , should be integrated into veterinary medical education, as it is already done in human medical education 21 . For example, this could be achieved through different seminars or role plays 24 . ...
... Another possible cause for the reluctance of some students was their own insufficient knowledge. Various authors have demonstrated that small-group training was the most effective teaching approach for enhancing students' communication skills 27 and self-confidence 23 . According to Holm and Aspegren 28 , pedagogical and psychological support of medical students is important for improving empathic ability by enhancing tolerance, an important prerequisite for effectiveness in veterinary practice. ...
... 90 female) students participated in the survey. This gender ratio is almost identical with that seen in other veterinary schools 23,30,31 . Moreover, the Cramer`s V coefficient showed that there is only a weak association. ...
Rather than merely transferring information, veterinary education should stimulate and motivate students and encourage them to think. Currently in veterinary education, most curricula use the method of frontal teaching (e.g., in lectures). A student-centered critical approach to information is rarely used. Our research sought to determine if students consider in-course discussion useful and if sufficient possibilities for discussion are provided and supported by their lecturers. In December 2013 we conducted a survey of fourth-year students. Specifically, we wanted to know if students consider in-course discussion about course content useful for successful learning and if students wish to have more opportunities for discussion during class time. Finally, we wanted to identify barriers that limit the students' motivation and ability to engage in discussion of course content. In total, 105 students completed the survey. The majority of students agreed or strongly agreed that clinical topics should be discussed during class time. Frequently stated reasons were improved learning (85.7%) and the opportunity to look at topics from different perspectives (92.4%). In conclusion, we found a considerable dearth of and request for discussion within veterinary education. In light of these findings, we emphasize the need for new teaching strategies that promote independent thinking and critical questioning. We suggest the implementation of more discussion opportunities in well considered and moderated settings in veterinary teaching.
... Rapid progression in clinical practice and technological development has raised several challenges for the veterinary profession. 1 Lifelong learning skills, such as critical scientific thinking; problem solving; finding, organizing, and analyzing information; decision making; and communication skills are needed to perform the complex tasks of the modern veterinary profession. 2 Based on the Pew National Veterinary Education Program, which conducted the ''Future Directions for Veterinary Medicine'' study, 3 and the RCVS and AVMA Day One Competencies, 4,5 veterinary schools have focused on implementing appropriate educational strategies to graduate competent veterinarians who meet these requirements. Active instructional methods have been introduced in curricula, allowing students to be more proactively engaged in their own learning through dialogue, discussion, questioning, and collaborating with peers and teachers. ...
Many veterinary curricula use seminars, interactive educational group formats in which some 25 students discuss questions and issues relating to course themes. To get indications on how to optimize the seminar learning process for students, we aimed to investigate relationships between factors that seem to be important for the seminar learning process, and to determine how these seminar factors account for differences in students' achievement scores. A 57-item seminar evaluation (USEME) questionnaire was administered to students right after they attended a seminar. In total, 80 seminars distributed over years 1, 2, and 3 of an undergraduate veterinary medicine curriculum were sampled and 988 questionnaires were handed in. Principal factor analysis (PFA) was conducted on 410 questionnaires to examine which items could be grouped together as indicators of the same factor, and to determine correlations between the derived factors. Multilevel regression analysis was performed to explore the effects of these seminar factors and students' prior achievement scores on students' achievement scores. Within the questionnaire, four factors were identified that influence the seminar learning process: teacher performance, seminar content, student preparation, and opportunities for interaction within seminars. Strong correlations were found between teacher performance, seminar content, and group interaction. Prior achievement scores and, to a much lesser extent, the seminar factor group interaction appeared to account for differences in students' achievement scores. The factors resulting from the present study and their relation to the method of assessment should be examined further, for example in an experimental setup.
Veterinary education of novice veterinary students in bovine reproduction field, like rectum palpation training, represent some handicaps mainly related with animal welfare. The aim of the present study was to determine skills and competences expected by veterinary students during bovine transrectal palpation in reproduction classes with live non-pregnant females. A survey was presented to students, classified as Buiatric-Motivated (SBM; n=22) and Non-Buiatric-Motivated (SNBM; n=28), at the end of the veterinary reproduction module. Both SBM and SNBM groups were in accordance with animal alternation use in successive classes (86.8 ± 4.7% vs. 77.3 ± 6.5%; ± SEM; P>0.05) and they considered the proportion 1 cow:2 students in each class adequate in 68.6 ± 5.0% and 58.2 ± 5.8% (P>0.05) of the cases, respectively. The SBM had less difficulty than SNBM to identify right and left uterine horns (71.4 ± 5.7 % vs. 52.1 ± 4.5 %; P=0.01), identify the right (69.6 ± 4.4 % vs. 52.1 ± 4.0 %; P<0.01) or left (63.6 ± 4.4 % vs. 47.5 ± 3.9 %; P<0.01) ovaries and the presence of follicles > 10 mm (55.5 ± 6.5 % vs. 31.1 ± 5.0 %; P<0.01). The SBM group (61.8 ± 5.2 %) also showed a more expected self-training competence in dairy farms than SNBM (38.8 ± 4.8 %; P<0.01). In conclusion, we suggest an alternation of cows used for daily manual transrectal training purpose, regarding the animal welfare and student sensibility. The student motivation and expectation appear to be determinant factors to maximize their training.
