Continuing Veterinary Medical Education Research Articles

Improving Dairy Organizational Communication from the Veterinarian's Perspective: Results of a Continuing Veterinary Medical Education Pilot Program

The increasing size and complexity of US dairy farms could make it more difficult for a veterinary practitioner to effectively communicate protocol recommendations for prevention or treatment on the farm. A continuing education workshop was set up based on the results of research on dairy organizational communication on dairy farms, which resulted in a tool to assess dairy communication structure and flow. The workshop specifically focused on communication structure and whom to talk to when implementing health care changes in calf rearing. In addition, modern methods of veterinary-client communication knowledge and skills were provided. Primary outcomes of the workshops were to obtain feedback from participants about research findings and the communication model, to improve awareness about the complexity of communication structures on dairy farms, and to change participants' knowledge and skills associated with on-farm communication by providing communication theory and skills and an approach to evaluate and improve dairy organizational communication. Of the 37 participants completing the pre-program assessment, most recognized a need for themselves or their practice to improve communication with clients and farm employees. After the program, most participants were confident in their new communication skills and would consider using them. They highlighted specific new ideas they could apply in practice, such as conducting a "communication audit." The results from the assessment of this communication workshop, focused on dairy veterinarians, highlighted the need for communication training in this sector of the profession and practitioners' desire to engage in this type of training.

Continuing Veterinary Medical Education Needs Assessment of Small Animal Practitioners in South Korea.

This first survey of small animal veterinarians in Korea explores demographic patterns, previous learning experiences, and program preferences for continuing veterinary medical education (CVME). Data were analyzed to identify and describe learning needs and preferences. Respondents' average CVME hours (38.4 hours/year) exceeded the mandatory 10 hours per year. Almost all respondents recognized the importance of CVME. Lack of time and travel distance were identified as significant barriers to CVME participation. CVME courses scheduled after 9 p.m. on weekdays with a registration fee of up to $50 US per hour were preferred. Respondents clearly defined the educational quality criteria of preferred CVME programs: delivery in a series of interventions in a small seminar format, with lectures on theory combined with practical skill-building wet labs taught by experienced veterinarians and board-certified specialists. Small animal veterinarians in Korea are enthusiastic life-long learners who are strongly motivated to select CVME learning activities based on self-identified needs. The changing environment of veterinary medicine in Korea demands an evolution of CVME quality criteria, such as clear program goals reflecting veterinarians' educational needs and desirable competencies, and specific measurable learning objectives. Moreover, the current accreditation system, which does not encourage hands-on skill development formats, needs urgent improvement.

Continuing Veterinary Medical Education Needs and Delivery Preferences of Alberta Veterinarians

The questionnaire component of a continuing-education needs assessment of Alberta veterinarians is described. A questionnaire about work characteristics, topic priorities, and program delivery preferences was mailed to all licensed Alberta veterinarians, 54% of whom responded. Topic-priority data were factor analyzed, and differences in priorities were examined using multivariate analysis of variance (MANOVA). Seven learning areas emerged: veterinary medicine, professionalism and practice management, animal welfare, livestock practice and epidemiology, prophylaxis and therapeutics, specialty diagnostics, and theriogenology. Associations between delivery preferences and work characteristics were sought using MANOVA and contingency tables analysis. Significant differences were identified in learning-area priorities and preferred program types and times when respondents were grouped by species focus, and there were significant associations between respondents' location and their preferred learning locations. There were no significant associations between location or practice size and preferred program type. Group differences support the need for events tailored by species focus. Delivery preferences suggest that workload and distance are barriers to attendance, although face-to-face events were universally preferred.

Levels of continuing veterinary medical education program evaluation: assessing a course on dairy reproductive management.

There are four different levels of continuing education program evaluation: participant perceptions of the program or course; participant competence with new skills, knowledge, and abilities; participant performance or change in behavior; and health care or client outcomes, such as resultant changes in patient care or herd/flock production performance. The purpose of this article is to describe different levels of evaluation and demonstrate some methods used in evaluating a continuing veterinary medical education (CVME) course in dairy reproductive management. Participants' learning needs were assessed using learning stage theory and a pre-test of knowledge. Post-program assessments included a test of knowledge, a satisfaction survey, a commitment to change, and self-reported behavior change. The results of the evaluation indicate that self-reports of learning needs do not necessarily reflect actual needs and that satisfaction with a course does not necessarily indicate behavior change. Providers of CVME must recognize the value of program evaluation, as well as the advantages and disadvantages of different evaluation methods.

Mandatory continuing veterinary education requirements in the United States and Canada.

trend is similar in veterinary medicine, except that the primary mechanism used is to require a specified number of continuing veterinary medical education (CVME) credits as qualifications for re-licensure. Some states add the additional restriction of accepting credits only from courses approved by the licensing authority directly or through a designated third-party evaluator. Methods of validating claimed CVME range from the honor system, where the veterinarian is required to swear that s/he participated in the courses claimed, to a system of documentation, where attendance certificates, provided by the CVME sponsoring organization, are required for each CVME event claimed. While approval of CVME activities is determined by licensing authorities and may be scrutinized on an item-by-item basis, many states have provisions for organizations that regularly develop, produce, and deliver CVME courses, seminars, and programs (called providers), with the result that all offerings from these providers are automatically approved for credit. Frequently, recognized approved providers include AVMA accredited schools and colleges of veterinary medicine, national veterinary associations and specialty colleges, state and local veterinary medical associations, respected regional and private providers, and industry. The purpose of this article is to list the current CVME requirements in the United States and Canada and provide additional analysis and comment on CVME requirements. METHODS

Evaluating the stages of veterinary practitioner learning for continuing education needs assessment and program evaluation.

Recent behavioral change theory suggests that individuals go through stages of readiness for change. This theory has been applied to continuing medical education as a four stage theory of physician learning. The purpose of this project was to test a method that used the four-stage learning theory to evaluate differences between continuing veterinary medical education (CVME) program attendees and non-attendees and to evaluate movement from one stage to another after a continuing education activity. A survey using eight clinical scenarios was used to elucidate the stage of learning of dairy practitioner participants before and after a CVME course and of non-participating dairy practitioners. Differences in response rates before and after the course and between participants and non-participants were analyzed using chi-square contingency table analysis. Responses to six of the eight scenarios were different between participants and non-participants (p < 0.10). Attendees were more likely to report needing to update to solve the specific problems. Depending on the scenario, participants changed their responses after completing the continuing education course (range 31-81% change). The four stage theory of learning can be used for continuing education needs assessment, for understanding program participation, and for program evaluation. A continuing education activity can move practitioners from one stage of learning to another.

The Post Graduate Foundation in Australia: one model of continuing veterinary medical education.

The Post Graduate Foundation a has for 37 years been the major provider of continuing education opportunities for veterinarians in Australia. The purpose of this paper is to describe the Foundation's development, current offerings, and future, as well as to highlight the organization's philosophy of continuing professional development (CPD).

Using focus groups for continuing veterinary medical education needs assessment and program planning.

Needs assessments are essential to educational program development. Methods of needs assessment include environmental scans, surveys, and focus groups. Focus groups are valuable and acceptable tools to identify learner needs. The method is a qualitative research technique that is most useful to identify the range of opinions or ideas on a topic. The purposes of this paper are to explore the literature in focus groups for continuing education research, to provide information on the reasons and methods to conduct focus groups, and to present findings of participants' views of the focus group process.

Continuing Veterinary Medical Education

Continuing Veterinary Medical Education

Colorado Veterinary Medical Association Continuing Veterinary Medical Education. 1988 COURSE OFFERINGS

Equine Veterinary JournalVolume 20, Issue 1 p. 45-45 Colorado Veterinary Medical Association Continuing Veterinary Medical Education. 1988 COURSE OFFERINGS First published: January 1988 https://doi.org/10.1111/j.2042-3306.1988.tb01452.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume20, Issue1January 1988Pages 45-45 RelatedInformation