Final-year Veterinary Students Research Articles

The Importance Characteristics for Veterinary Workplace Clinical Training (WCT) in a Distributive Curriculum, from the Perspectives of Students, Academics, and Clinical Supervisors.

Veterinary students, academics, and clinical supervisors are likely to have different perspectives on what it takes to be prepared for workplace clinical training (WCT). Differing expectations could confuse students if they receive conflicting messages about the skills and attributes to which they should aspire. Furthermore, they may struggle to engage with the affordances that workplaces provide for learning if unprepared. Using a survey, we ranked 91 preparedness characteristics and seven preparedness themes for WCT for importance, according to clinical supervisors, academics, and final-year veterinary students before and after undergoing WCT in a UK veterinary school employing a distributive model of WCT. Statistical analyses were used to determine 1) rank alignment and 2) significant differences in characteristic and theme rank among groups. The correlation among characteristic rankings was strongest between students and clinical supervisors, and weakest between clinical supervisors and academics. Honesty, integrity and dependability was the most important characteristic for students and clinical supervisors, whereas students' awareness that perfection is not expected was the most important characteristic for academics. The "knowledge" theme was ranked as significantly more important for academics compared to students pre-WCT. Therefore, differences in the expectations of students starting WCT have been demonstrated in this study. As the educational setting transitions from "classroom to clinic", academics and students must adapt their notions of preparedness to align with conceptions of learning and teaching in the workplace, while supervisors should be mindful of students' pre-existing expectations. Continuous communication and expectation alignment are necessary for a cohesive curriculum strategy.

Development and Evaluation of a Surgical Simulator and Assessment Rubric for Standing Castration of the Horse.

In veterinary education, simulators are models or devices that can imitate a real patient or scenario and allow students to practice skills without the need for live patients. Castration is a common surgical procedure in all species, and the standing, open technique is frequently performed in horses. Although a simulator has been developed for equine closed castration, a simulator for standing castration in the horse has not yet been described. This two-part study focused on the design, creation, and evaluation of a simulator for teaching standing castration in the horse. A low-technology simulator was created using molded silicone testicles, cohesive bandage, stockings, and socks. A rubric was created for assessing performance using the simulator. Participants were recruited from three groups: university academic staff members (n = 12, majority equine veterinarians), equine veterinarians working in private practice (n = 9), and final-year veterinary students (n = 28). Each group tested the simulator while being graded using the developed rubric, and participants completed an anonymous online feedback questionnaire. Feedback was positive overall, with 98% of respondents (n = 48/49) stating that the model would be a useful addition to the veterinary curriculum. Furthermore, 100% of students reported that using the simulator increased their confidence in performing standing castration in horses. Evaluation of the model included assessment of responses from veterinarians and students regarding realism and usefulness of the simulator, comparison of rubric scores between veterinarians and students, and assessment of the reliability of the rubric. Median student rubric score was significantly lower than qualified veterinarians (p < .001), and Cronbach's alpha demonstrated that there was adequate internal reliability in rubric scoring (α = .85). It was determined that the simulator is effective for teaching the steps of the surgical procedure and for increasing student confidence.

Use of sources of final-year veterinary students to answer clinical research questions.

Until now, sources used by final-year veterinary students to develop clinical questions have not yet been investigated. Thus, the aim of this study was to record the use of sources by final-year veterinary students. This data should assist with the improvement of future veterinary teaching and enable it to meet the needs of students and veterinarians. For this purpose, the use of sources by 172 students in the compulsory development of a clinical question was evaluated. The most frequently cited sources were textbooks (37.7%), lecture notes (27.0%), websites (15.4%), professional articles (11.8%), scientific papers (7.8%), and, least frequently, the category of legal texts (0.3%). This study demonstrates that students primarily use sources with which they are familiar from their studies. Educators should be aware of this and design their lecture materials accordingly. Teaching students competence in the use of scientific literature is a task for teachers in the future.

Career preferences among the undergraduate final-year veterinary students

Career preferences among the undergraduate final-year veterinary students

Evaluating the awareness level of zoonotic diseases among final-year veterinary students

Zoonotic diseases have significant implications for public health, and veterinary professionals are essential in their prevention and control. This study aimed to evaluate the level of zoonotic disease awareness among final-year veterinary students and explore their perspectives on protection against these diseases. A survey was administered to 128 final-year veterinary students, and the data were analyzed to investigate the associations between demographic factors and cumulative scores, which were based on six statements related to zoonosis awareness. The results showed a moderate level of awareness among the participants. No significant differences in cumulative scores were observed with respect to age (P = 0.769), gender (P = 0.342), geographical region of residence (P = 0.565), living area (P = 0.748), and grade point average (P = 0.468). However, students who owned or took care of companion animals (4 [1-6]) exhibited higher cumulative scores compared to those who did not own companion animals (3 [1-6]; P = 0.011). Further research is needed to explore the underlying factors and develop educational interventions that promote zoonotic disease awareness among veterinary students

Novel Board Game versus Active Case-Based Discussion to Teach Final-Year Veterinary Students the Diagnostic Approach to Clinical Cases.

Traditional lectures, where students listen passively, often do not reflect the complexity of real-life decision-making situations. Furthermore, modern students are using online devices for daily activities, and this has a challenging side effect for educators, as many people these days can only maintain their focus if topics are discussed in concise and engaging ways. For these reasons, there is growing interest in the use of games for educational purposes. The aim of this study was to introduce a board game based on the Clue game for final-year veterinary students during their practical activity in large animal medicine. This type of learning process was compared with a classical case-based discussion and evaluated via a survey delivered to the students to both test their acquired knowledge and obtain their evaluation of the activity. A total of 49 students were enrolled in this study. While the board game was evaluated as being significatively better than the traditional class, no statistically significant differences were observed for the answers given to questions assessing their veterinary skills. The proposed game requires few resources other than a case-based visual materials and analyses from clinical patients, a board, two dice, and some imagination to create cases at the appropriate level for students' knowledge. We conclude that this board game-based activity represents innovative techniques to teach clinical approaches in an interactive way with the same utility as a traditional class but is more enjoyable for the students.

Inter-observer reliability of three feline pain scales used in clinical practice.

The present study aimed to evaluate the inter-observer reliability of three feline pain scales commonly used in clinical practice. Twenty cats undergoing elective neutering surgery were assessed both pre- and postoperatively by three independent assessors (a board-certified anaesthetist, a veterinary anaesthesia nurse and a final-year veterinary student) using three different pain scales: the Glasgow Feline Composite Measure Pain Scale (CMPS - Feline), the Colorado State University Feline Acute Pain Scale (CSU - FAPS) and the Feline Grimace Scale (FGS). Reliability statistics was used to evaluate the level of agreement between assessors. Twenty-seven groups of paired observations were evaluated, of which 16 (59%) showed fair agreement, eight (30%) showed none to slight agreement and the remaining three (11%) showed moderate agreement based on Cohen's weighted kappa statistics. Based on Cronbach's alpha statistics, 12 (44%) of the 27 groups of observations showed moderate reliability, 12 (44%) showed poor reliability and the remaining three (11%) showed good reliability. No scale was superior to the others in terms of inter-rater reliability (P = 0.179); however, the pair composed of the final-year veterinary student and anaesthesia nurse showed better agreement than the two other pairs of assessors, both of which included the board-certified anaesthetist (P = 0.015). Despite the usefulness of behavioural pain scales as clinical tools, their users should bear in mind their limitations, particularly the intrinsic subjectivity and potential variability of outcome between assessors with different backgrounds and level of expertise.

A Comparison of Dry Period Outcomes after Selective Dry Cow Therapy Carried Out by Farm Staff versus Veterinary Students in a Low-Cell-Count Dairy Herd.

(1) Background: Selective dry cow therapy is widely promoted in many countries worldwide, however, concerns have been raised about the consequences of the unhygienic application of preparations by untrained operators, especially if no antimicrobials are being used, risking deteriorating mastitis outcomes. (2) Method: This study follows up on cows being dried off by farm staff and those dried off by final-year veterinary students and first-year graduate interns in a supervised training session. Subsequent mastitis parameters and culling data in a single herd with a low somatic cell count were evaluated. (3) Results: A total of 316 dry periods were enrolled in the study. There was no significant difference in the percentage of cows showing at least one high SCC reading within 90 days of the following lactation or cows with at least one case of clinical mastitis within the same period, neither in the total nor in the subset of cows dried off without an antimicrobial. Dry period cure rates and dry period new infection rates were similar too, as was the percentage of cows surviving in the herd after six months. The risk of culling within twelve months post-drying off was lower in cows dried off by students, the difference in survival manifesting itself from 150 days post-drying off, which is an unexplained finding. (4) Conclusion: Well-supervised practical training sessions on drying off routine can be responsibly implemented on well-managed commercial dairy herds.

Evaluation of veterinary students' confidence and competence with surgical entrustable professional activities after repeated use of low-fidelity training models.

This study aimed to evaluate whether low-fidelity surgical training models increased veterinary students' surgical confidence and competence and decreased procedural stress related to core surgical entrustable professional activities (EPAs). Final-year veterinary students repeatedly performed one of three surgical EPAs on a low-fidelity surgical training model (canine castration, subcutaneous lump removal and eyelid laceration repair) and completed a survey at set time points. In addition, a grading rubric was used to assess participants' competence in performing the assigned EPA at two different time points. Survey results and competency gradings were compiled and analysed. Students' self-assessed confidence significantly increased, and stress significantly decreased, between assessment points on all three EPA surgical training models. Graded competence significantly improved between the assessment points on all training models, and most students deemed the models to be realistic and helpful for student practices. Limitations relate to the study involving a single cohort from a single institute and the reliance on student self-assessment. Repeated exposure to low-fidelity surgical training models increased final-year students' surgical confidence and competence and reduced procedural stress related to three key surgical EPAs. Assessment of competence using a grading rubric was successful and could be incorporated into a competence-based veterinary education assessment framework to allow screening of competence prior to graduation.

Integrating Same-Level Peer-Assisted Learning in a Simulation-Based Emergency Dystocia Module for Final-Year Veterinary Students.

Due to faculty shortages, time restraints, and unpredictability of emergency cases, teaching emergency veterinary care is associated with a range of challenges. A novel simulation-based emergency veterinary care (EVC) module was introduced at the Department of Veterinary Medicine, Freie Universität Berlin. The module was mandatory for all final-year veterinary students (n = 155) and consisted of a 5-hour online workshop series on communication skills, a series of interactive, virtual emergency cases, and a weeklong block event covering practical skills at different simulation-based learning stations. A same-level peer-assisted learning (PAL) approach was trialed at two learning stations. Sixteen students volunteered to act as student tutors for their peers. The student tutors received specific training and each tutored six groups of three to four tutees in one topic of their choice. Evaluation forms were filled out by both tutors and tutees with response rates of 100% and 89.7%, respectively. Most student tutors felt well prepared and comfortable in their role as tutor. They indicated exceptionally high levels of motivation and felt useful and competent during the exercise. The tutees reciprocated these opinions and specifically enjoyed the fun and positive learning environment that the tutors were able to create. Responses in the evaluation forms also indicated that the ratio of faculty member to tutors to tutees (1:3:9-12) was a good fit for the exercise. Reciprocal same-level PAL shows promise as an effective teaching tool for final-year veterinary students receiving EVC training. This translation was provided by the authors. To view the full translated article visit: https://doi.org/10.3138/jvme-2022-0038.de.

Identifying Benefits, Challenges, and Options for Improvement of Veterinary Work-Based Learning in Bangladesh.

Work-based learning (WBL) provides relevant contemporary experience of working environments. Potential benefits for students include developing invaluable skills (clinical, personal, cultural, and professional) and gaining greater awareness of the profession and future career opportunities. However, there are also challenges related to running and sustaining a successful WBL program. In the context of this study, WBL refers to external placements undertaken by final-year students. The aims of the study were to identify ways to optimize the benefits while managing the challenges in delivering WBL in a veterinary curriculum. An in-depth study was undertaken at Chattogram Veterinary and Animal Sciences University (CVASU), Bangladesh, where a WBL program has been in place for 20 years. Final-year veterinary students at CVASU were surveyed to ascertain WBL experiences; survey findings were further explored in focus groups with students, recent graduates, faculty, and placement providers. Most agreed that they had sufficient opportunities to observe, assist, and directly handle pet and farm animals with top skills learned, including clinical diagnosis and communication, and recognized the value of learning in professional workplaces. Based on suggested areas of improvement, the following recommendations can be made: carefully selecting placements, adjusting time allocation, improving communication and building strong collaborations with placement providers, allowing students to customize more placements to align with their career preferences, and staffing adequately to arrange placements and manage a WBL program. Overall, results suggest the current WBL arrangements at CVASU are reasonably good, but there are some specific areas for improvement.

Novel Board Game versus Active Case-Based Discussion to Teach Final-Year Veterinary Students the Diagnostic Approach to Clinical Cases.

Traditional lectures, where students listen passively, often do not reflect the complexity of real-life decision-making situations. Furthermore, modern students are using online devices for daily activities, and this has a challenging side effect for educators, as many people these days can only maintain their focus if topics are discussed in concise and engaging ways. For these reasons, there is growing interest in the use of games for educational purposes. The aim of this study was to introduce a board game based on the Clue game for final-year veterinary students during their practical activity in large animal medicine. This type of learning process was compared with a classical case-based discussion and evaluated via a survey delivered to the students to both test their acquired knowledge and obtain their evaluation of the activity. A total of 49 students were enrolled in this study. While the board game was evaluated significatively better than the traditional class, no statistically significant differences were observed for the answers given to questions assessing their veterinary skills. The proposed game requires few resources other than a case-based visual materials and analyses from clinical patients, a board, two dice, and some imagination to create cases at the appropriate level for students' knowledge. We conclude that this board game-based activity represents innovative techniques to teach clinical approaches in an interactive way with the same utility as a traditional class but is more enjoyable for the students.

Using an OSCE to Explore the Role of Structured Debriefing and Self-Directed Learning in Simulator-Based Clinical Skill Training in Production Animal Reproductive Medicine.

Self-directed learning is associated with several benefits in simulation-based clinical skill training and can be complemented by feedback in the form of post-event debriefing. In this study, final-year veterinary medicine students (n = 111) were allocated into one of three groups and practiced four clinical skills from the domain of production animal reproductive medicine in a clinical skills laboratory. Group 1 completed an instructor-led practice session (I), group 2 completed a self-directed practice session with post-event debriefing (D), and group 3 completed a self-directed practice session without debriefing (control, C). Each practice session included two clinical skills categorized as being directly patient-related (patient) and two clinical skills involving laboratory diagnostics or assembling equipment (technical). Students evaluated the practice session using Likert-type scales. Two days after practice, 93 students took part in an objective structured clinical examination (OSCE). Student performance was analyzed for each learning station individually. The percentage of students who passed the OSCE did not differ significantly between the three groups at any learning station. While the examiner had an effect on absolute OSCE scores (%) at one learning station, the percentage of students who passed the OSCE did not differ between examiners. Patient learning stations were more popular with students than technical learning stations, and the percentage of students who passed the OSCE was significantly larger among students who enjoyed practicing at the respective station (90.9%) than among those who did not (77.8%).

Veterinary students' views on surgical entrustable professional activities and the impact of COVID-19 on clinical competence development.

BackgroundThe primary purpose of this study was to understand veterinary students’ views on the described key surgical entrustable professional activities (EPAs) and to understand how COVID‐19 restrictions have impacted their clinical skill and competence development.MethodsFinal‐year veterinary students at a single institute completed a web‐based survey distributed by email. The survey aimed to characterise five constructs regarding EPAs, and a specific five‐point Likert‐like scale was created asking explicitly worded questions for each construct.ResultsOne hundred and ten students responded. The cohort agreed that the previously described key surgical EPAs were clinically important and relevant, but over 50% of the respondents felt that they had no substantial experience with them and were not confident or comfortable performing them. Additionally, most students (95%) felt their clinical development was negatively impacted by COVID‐19.ConclusionsThe results of this study show that the key EPAs proposed are considered important skills by the undergraduate cohort described and that experience levels when entering the final year are lacking, potentially due to reduced exposure to clinical cases influenced by the COVID‐19 pandemic.

Variables Influencing Intravenous Catheterization Success by Final-Year Veterinary Students in the Emergency Room.

Successful placement of intravenous catheters (IVC) is a basic and essential clinical skill for veterinary students. The purposes of this study were to determine the overall success rate for IVC placement in cats and dogs when final-year veterinary students are performing the procedure in a clinical setting, to determine if self-assessed experience level affects IVC placement success rates, and to identify factors affecting student success with this procedure. Final-year students were asked to complete an anonymous survey following each catheter placement attempt during their 3-week core emergency medicine rotation. The survey included self-assessed level of experience, patient species, indication for IVC placement, restrainer, catheter type, insertion site, use of sedation, and perceived degree of coaching. Success or failure in catheter placement was recorded and two attempts were allowed. A Chi-square test was used to evaluate differences between insertion outcomes in dogs and cats. A univariate logistic regression analysis was used to assess the relationship between success and all other variables. A total of 256 catheters were attempted by students, with an overall success rate of 61%. The cephalic vein was associated with successful placement compared with the saphenous vein (p = .005). There was no relationship between successful catheter placement and self-assessed experience, species, indication for IVC placement, insertion site, use of sedation, catheter type, or restrainer. Final-year veterinary students do not master intravenous catheterization in the emergency room setting, and additional studies are required to improve clinical instruction in this area.

Use of 3D Printing Technology to Create a Canine Simulator for Cerebrospinal Fluid Sampling at the Lumbar Subarachnoid Space.

Cerebrospinal fluid (CSF) sampling at the lumbar subarachnoid space (LSS) is technically challenging to learn. Currently, training relies on cadaver availability or performance in a clinical scenario. This study aims to develop and validate a low-cost, high-fidelity simulator to train in this technique. Using three-dimensional printing technology, a model of a healthy adult dog's lumbosacral vertebral column was produced. The model was augmented with synthetic materials and a fluidic system to replicate all procedural steps and permit successful CSF collection. The simulator was validated by four experts, who rated it highly across multiple criteria. Final-year veterinary students were recruited to take part in practical sessions using either the simulator (n = 16) or a cadaver (n = 16). Performance was recorded for each student, and feedback was obtained using an anonymous online survey. Student performance was similar between groups (p = .2), with 87.5% and 68.75% of students in the simulator and cadaver group, respectively, successfully placing the needle into the LSS. All successful students in the simulator group were able to obtain a CSF sample, versus none in the cadaver group. No difference in the number of attempts was detected between groups (p > .99), with most students taking more than three attempts. User experience was similar between groups, with 93.8% of students in each group rating the session as a positive learning experience. In summary, we demonstrate the validity of a novel, low-cost, and anatomically precise simulator that can be used for teaching CSF sampling at the LSS.

DEVELOPMENT OF A MOBILITY ASSESSMENT SCORE FOR EVALUATION OF THE EFFECTS OF ORAL HYALURONIC ACID ON CLINICAL LAMENESS IN ASIAN SMALL-CLAWED OTTERS (AONYX CINEREA) AND AFRICAN SPOT-NECKED OTTERS (HYDRICTIS MACULICOLIS) UNDER HUMAN CARE.

Oral hyaluronic acid has been shown to reduce inflammation and pain in humans with osteoarthritis. Eight Asian small-clawed otters (Aonyx cinerea) and two African spot-necked otters (Hydrictis maculicolis) with varying degrees of osteoarthritic changes identified on radiographs were selected for a randomized, double-blinded, placebo-controlled clinical trial. Animal husbandry staff completed otter mobility assessment (OMA) questionnaires for each animal prior to study commencement and following either oral hyaluronic acid at a loading dose of 4 mg/kg PO SID for 10 d followed by a maintenance dose of 2 mg/kg PO SID for 20 d, or placebo for 30 d. Four veterinarians with experience assessing otters watched randomized videos of otter gaits and assigned a clinical lameness score. Two additional evaluators watched the videos: an experienced veterinarian in small animal practice and a final-year veterinary student. All evaluators for OMA and clinical lameness score were blinded to treatment group. Radiographs performed prior to, and following, the study were assessed by a board-certified radiologist (Dennison). The OMA questionnaire had high reliability coefficients and correlated strongly with clinical gait scores and radiographic assessment. Although hyaluronic acid appears to be safe for use in otters at the dose described, there was no observed significant effect of hyaluronic acid on clinical lameness scores, OMA scores, or radiographic assessment of the limbs. The development of the OMA questionnaire is a promising tool for evaluating lameness in managed-care otters and may be further validated in future studies investigating therapeutics or incorporated as a component of animal welfare assessment.

Medical errors: Experiences, attitudes and perspectives ofincoming and outgoing final-year veterinary students in the USA.

Medical errors have an impact on veterinary patient safety. Studies in human medicine suggest that students can help prevent medical errors. However, there are no studies that address the role of veterinary students in patient safety. An electronic survey was distributed to incoming final-year (IFY) and outgoing final-year (OFY) students at the Washington State University College of Veterinary Medicine. Response data were compared between class year groups with a Fisher's exact test and Mann-Whitney U test. The response rate was 26.8% (70/261). Most respondents (85.7%) reported being present during a medical error, and 60% reported causing a medical error. The OFY group indicated lower agreement with documenting an error in the patient record and whether all errors should be disclosed. The IFY group felt more distress surrounding potential errors and sequential career implications. Compared with the IFY group, the OFY group agreed more that errors occur frequently in veterinary medicine and disagreed more that hospital staffing is adequate to ensure patient safety. Open responses recognised a need for communication training and identified that the OFY group regarded errors more actionably, whereas the IFY group viewed errors more emotionally. Most veterinary students will experience medical errors prior to graduation, but some lack clarity around appropriate disclosure and documentation. Additional training on medical errors and error disclosure should be provided to veterinary students.

Actualizing Cultural Humility: An Exploratory Study of Veterinary Students' Participation in a Northern Community Health Rotation.

Rotations in diverse, marginalized communities may offer health care students opportunities to develop cultural humility through different clinical experiences and activities. Through the actualization of cultural humility, veterinarians may offer accessible, affordable, culturally proficient, high-quality care to all their patients with a better understanding of how cultural differences affect the animal patient's health, well-being, and care. The purpose of this study was to explore whether participation in a community rotation in remote northern Indigenous communities promotes cultural humility among final-year veterinary students. Small groups of University of Calgary veterinary students travel annually to the Sahtu Settlement Area of the Northwest Territories, Canada, to participate in the Northern Community Health Rotation (NCHR). During the 4-week rotation, students spend 2.5 weeks providing veterinary services to domestic animals in five communities in the Sahtu. Eleven veterinary students who attended the NCHR between 2015 and 2020 answered exploratory open-ended questions in an online survey. Responses highlight areas of learning that contributed to their development of cultural humility. The rotation appears successful in increasing students' confidence working with people from diverse cultures, offering students opportunities to implement a client-centered approach, and advancing their capacity to recognize and challenge their preconceived biases about Indigenous cultures and animal ownership. These experiences are important to the acquisition of cultural humility for veterinary care providers.

The change in perceived ‘importance’ and ‘usefulness’ of veterinary public health during final-year rotations of veterinary students at the University of Liverpool

The global community is facing a challenging twenty-first century, with many disciplines not meeting society’s needs with regards to employment and retention of staff; veterinarians are no exception. Worryingly, the shortage of veterinarians within public health roles is predicted to increase within the near future. This pilot study aimed to gain a better understanding of how final-year veterinary students perceive Veterinary Public Health (VPH) at the University of Liverpool during their final-year VPH rotation. To do this, students were categorized into groups based on their stated career destinations and gender, to determine if there is a correlation between the two. We hoped to discover if the perception of VPH in terms of ‘usefulness’ and ‘importance’ changed during their final-year rotation week. A paper-based questionnaire was designed and given to students at the beginning of their rotation week to complete - Part 1 - whilst Part 2 was completed at the end of the week. In total, 172 students were surveyed across the study period, none of whom expressed a planned career pathway in public health. Overall, 83% of students’ scores for two analysed questions regarding ‘importance of VPH to the veterinary profession’ and ‘usefulness of VPH to that student’s individual career’ improved by at least one point between Monday and Friday. The largest group of students to see an increase were small-animal focused students; where 86% gave a higher score on Friday for both questions compared to Monday. No gender-specific preference was seen between participants expressing an interest in VPH-based careers, and stated gender had no statistical impact on whether a student score increased or decreased between Monday and Friday for both analysed questions.