Second-year Veterinary Students Research Articles

Effect of simulator orientation during skills training on performance of basic laparoscopic tasks by veterinary students.

OBJECTIVE To determine whether basic laparoscopic skills acquired during training in the horizontal plane would transfer to the vertical plane and vice versa. DESIGN Evaluation study. SAMPLE POPULATION 26 first- and second-year veterinary students with no prior laparoscopic skills training or surgical experience. PROCEDURES Participants were nonrandomly assigned to 2 groups. Group 1 (n = 15) underwent laparoscopic skills training in the horizontal plane, and group 2 (17) underwent laparoscopic skills training in the vertical plane. Following training, participants were tested on their ability to perform 5 laparoscopic tasks, first in the horizontal plane and then the vertical plane (group 1) or first in the vertical plane and then in the horizontal plane (group 2). All training and testing were performed with an augmented-reality laparoscopic simulator. RESULTS 3 participants in each group did not complete the study. For group 1, scores for 3 of the 5 tasks were significantly worse when tested in the vertical plane than when tested in the horizontal plane. For group 2, scores for 2 of the 5 tasks were significantly worse when tested in the horizontal plane than when tested in the vertical plane. For 3 tasks, the difference in scores for the training versus orthogonal plane was significantly lower for group 2 than for group 1. CONCLUSIONS AND CLINICAL RELEVANCE Results suggested that basic laparoscopic skills acquired in 1 plane frequently did not transfer to the orthogonal plane. Because veterinary surgeons may be required to treat patients in various positions, development of laparoscopic training models to simulate the vertical plane is recommended.

Student Perceptions of Veterinary Anatomy Practical Classes: A Longitudinal Study.

Using cadaveric material to teach veterinary students poses many challenges. However, little research exists on the contribution of this traditional approach to student learning. This longitudinal study aimed to investigate student perceptions of cadaver-based anatomy classes in a vertically integrated veterinary curriculum at the University of Nottingham's School of Veterinary Medicine and Science. Likert-scale statements and free-text boxes were used in a questionnaire distributed to second-year veterinary students (response rate 59%, 61/103). The same questionnaire was subsequently distributed to the same cohort 2 years later, in the students' fourth year of study (response rate 68%, 67/98). Students agreed that cadaver-based activities aid their learning, and they particularly value opportunities to develop practical skills while learning anatomy. There are few changes in perception as undergraduates progress to clinical years of teaching. Students perceive anatomy to be important, and feel that their learning has prepared them for clinical placements. This study emphasizes the importance of using cadaveric materials effectively in anatomy teaching and, in particular, using clinical skills training to enhance the anatomy curriculum.

Examination Outcomes Following Use of Card Games for Learning Radiographic Image Quality in Veterinary Medicine.

Understanding the concepts of radiographic image quality and artifact formation can be difficult for veterinary students. Two educational card games were previously developed to help students learn about factors affecting contrast and blackness as well as radiographic artifacts. Second-year veterinary students played one of the two card games as a part of their normal studies for their veterinary imaging course and later took the radiographic physics quiz normally administered during the course. Performance on quiz questions related to each of the two games was compared between students who played each respective game and those who did not. The hypothesis was that students who played a game would perform better on related questions than those who did not play that game. For the contrast and blackness questions, students who played the associated game as part of their studies performed better than those who only studied by conventional means (mean 4.3 vs. 3.8 out of 5 points, p=.02). However, there was no significant difference in results between groups for artifacts questions (mean 4.7 vs. 4.5 out of 5 points, p=.35). Based on these results, educational game play can have benefits to student learning, but performance may be dependent on specific game objectives and play mechanics.

Pilot Study of Veterinary Student Mindset and Association with Academic Performance and Perceived Stress.

Individuals with a growth mindset believe that all failures are opportunities and that their baseline intelligence and talent can be used for continuous improvement. Individuals with a fixed mindset believe that baseline intelligence and talent cannot be developed. A growth mindset is associated with greater academic success and greater resilience in the face of failure or stress. Second-year veterinary students completed three surveys to determine mindset, perceived levels of stress, and life change score. Of 57 students, 70% had a strong growth mindset or a growth mindset with some fixed ideas. No students had a strong fixed mindset. Mindset was not correlated with GPA or perceived stress level. Colleges of veterinary medicine can assist students by providing resources and training for stress management, including training in how to further develop a growth mindset.

Test Anxiety: Evaluation of a Low-Threshold Seminar-Based Intervention for Veterinary Students.

Veterinary students are confronted with a high workload and an extensive number of examinations. However, the skills students gained in high school cannot serve as satisfactory coping strategies during veterinary training. This disparity can lead to test anxiety, as frequently reported by international surveys. In response, a pilot study was carried out to evaluate the effects of a newly developed training seminar to prevent and/or reduce test anxiety. The seminar was offered on a voluntary basis as a low-threshold intervention to first- and second-year veterinary students at three different veterinary schools in Germany. The intervention was offered in two different designs: in either a block or in a semester course containing cognitive and behavioral approaches as well as skill-deficit methods. By conducting a survey and interviews among the participants it was determined whether the contents of the seminar were perceived as helpful for counteracting test anxiety. The potential of the intervention was evaluated using a German test anxiety questionnaire (PAF). The contents of the training seminar were all assessed as beneficial but evaluated slightly differently by first- and second-year students. The results indicate that the seminar prevents and reduces test anxiety significantly compared to the control group students. The greatest effects were achieved by offering the intervention to first-year students and as a block course. As the participants benefit from the intervention independent of the extent of test anxiety, these results suggest that it may be profitable to integrate a workshop on coping strategies in the veterinary curriculum.

Agreement between veterinary students and anesthesiologists regarding postoperative pain assessment in dogs

ObjectiveTo determine the levels of agreement among first- and second-year veterinary students and experienced anesthesiologists in assessing postoperative pain in dogs from video-recordings. Study designCross-sectional study. SubjectsTwenty-seven veterinary students, five anesthesiologists and 13 canine clinical patients. MethodsPrior to their enrolment in a core anesthesia course, veterinary students volunteered to watch 13 90 second videos of dogs. Dogs were hospitalized in an intensive care unit after a variety of surgical procedures. Students were asked to score the level of the dogs’ pain using the Dynamic Interactive Visual Analog Scale and the Short Form of the Glasgow Composite-Measure Pain Scale. The same videotapes were scored by five board-certified anesthesiologists. The differences and agreement between the ratings of anesthesiologists and students, and first- and second-year students were determined with Mann-Whitney U-tests and Fleiss’ or Cohen’s kappa, respectively. ResultsPain scores assigned by students and anesthesiologists differed significantly (p < 0.01). Students assigned higher pain scores to dogs that were given low pain scores by anesthesiologists, and lower pain scores to dogs deemed to be in more pain by anesthesiologists. On average, students assigned higher scores on both scales. Conclusions and clinical relevanceVeterinary students early in their training assigned pain scores to dogs that differed from scores assigned by experienced anesthesiologists.

Novel Card Games for Learning Radiographic Image Quality and Urologic Imaging in Veterinary Medicine.

Second-year veterinary students are often challenged by concepts in veterinary radiology, including the fundamentals of image quality and generation of differential lists. Four card games were developed to provide veterinary students with a supplemental means of learning about radiographic image quality and differential diagnoses in urogenital imaging. Students played these games and completed assessments of their subject knowledge before and after playing. The hypothesis was that playing each game would improve students' understanding of the topic area. For each game, students who played the game performed better on the post-test than students who did not play that game (all p<.01). For three of the four games, students who played each respective game demonstrated significant improvement in scores between the pre-test and the post-test (p<.002). The majority of students expressed that the games were both helpful and enjoyable. Educationally focused games can help students learn classroom and laboratory material. However, game design is important, as the game using the most passive learning process also demonstrated the weakest results. In addition, based on participants' comments, the games were very useful in improving student engagement in the learning process. Thus, use of games in the classroom and laboratory setting seems to benefit the learning process.

Development and Evaluation of Two Canine Low-Fidelity Simulation Models.

Two self-made low-fidelity models for simulation of canine intubation and canine female urinary catheterization were developed and evaluated. We used a study design that compares acquired skills of two intervention groups and one control group in a practical examination. Fifty-eight second-year veterinary medicine students received a theoretical introduction to intubation and were randomly divided into three groups. Group I (high-fidelity) was then trained on a commercially available Intubation Training Manikin (item #2006, Veteffects), group II (low-fidelity) was trained on our low-fidelity model, and group III (text) read a text describing intubation of the dog. Forty-seven fifth-year veterinary medicine students followed the same procedure for training urinary catheterization using the commercially available Female Urinary Catheter Training Manikin (Paws 2 Claws), our self-made model, and text. Outcomes were assessed in a practical examination on a cadaver using an Objective Structured Clinical Examination (OSCE) checklist. Considering a value of p≤.05 significant, intervention groups performed significantly better than the text groups. Group I (high-fidelity) and group II (low-fidelity) showed no significant differences (p≤.684, intubation; p≤.901, urinary catheterization). We thereby conclude that low-fidelity models can be as effective as high-fidelity models for clinical skills training.

Evaluation of medical and veterinary students' attitudes toward a one health interprofessional curricular exercise

This study evaluates whether medical and veterinary students’ attitudes toward “One Health” and interprofessional education changed after participating in a joint small group learning exercise focused on risk factors associated with zoonotic disease. A survey was distributed to third-year medical students (n = 98) and second-year veterinary students (n = 140), each with a 95% response rate. Overall, 92% of veterinary students and 73% of medical students agreed or strongly agreed that “One Health” was relevant to their desired specialty. Students from both schools largely agreed that interprofessional education should be a goal of the curriculum for their school, and that interprofessional approaches strengthen their overall education. Students reported increased confidence in their communication skills and improved ability to contribute to One Health collaborative teams. This educational intervention, built around a patient case, focused on a variety of learning objectives including skills (such as communication), knowledge (of zoonotic toxoplasmosis) and attitudes (toward collaborative learning and practice). By sparking an interest in One Health during their early professional education, we sought to encourage a new generation of physicians and veterinarians to adopt a more collaborative spirit to their clinical practice, which will ultimately benefit human, animal and environmental health.

Factors that Influence the Decision to Pursue an Internship: The Importance of Mentoring

The purpose of the present study was (1) to determine if students from one veterinary school who participated in a mentoring/employment program with clinical faculty were more likely to pursue internship training than their peers and (2) to determine factors via survey that were influential to veterinary interns in making their decision to pursue post-graduate clinical training. Our hypothesis was that a mentoring relationship with clinical faculty was an important influence on the decision to participate in an internship. From 2006 to 2010, graduating students who participated in a mentoring/employment program with a clinical faculty member were 6.3 times more likely than non-participating students to pursue an internship. The majority of the participating students (90%) were initially hired/mentored as first- or second-year veterinary students. In the survey, interns ranked clinical faculty as having a greater influence than basic science faculty, private practice veterinarians, or house officers on their decision to pursue an internship; 82.8% reported that clinical faculty were most responsible for encouraging them to apply for an internship. Employment by their veterinary teaching hospital (41.5%) or directly by clinical faculty (26.2%) was commonly reported. Most interns (37%) decided to pursue an internship during their fourth year of veterinary school, 29.2% decided during their first year, and 15.3% decided in their second year. These results suggest that clinical faculty play a key role in a student's decision to pursue an internship and that it might be valuable to inform students about internships early in the veterinary curriculum.

Enhancing the Recruitment and Retention of Food Supply Veterinarians

The importance of recruiting and retaining new food animal veterinarians is well known, and many groups are working on recruitment tools and programs. One of the recognized barriers to interest in food supply veterinary medicine is students' lack of experience and concomitant discomfort with food animal practice. Therefore, in 2008, we began offering an elective to first and second-year veterinary students, the Food Animal Production Tour, to provide students with little experience an opportunity to learn about large state-of-the-art food animal production units. We also wanted to provide students with demonstrated interest and more experience an opportunity to solidify and advance their career goals. The objective of this study was to assess the learning outcomes of the course by administering pre- and post-surveys of students' self-evaluation of learning as well as pre- and post-tests of knowledge of food animal production and veterinary roles.

Collaborative, Case-based Learning: How Do Students Actually Learn from Each Other?

The value of collaborative, case-based, and problem-based learning has received increased attention in recent years. Several studies have documented veterinary staff and students' generally positive feedback on group learning activities, but one largely unaddressed question is how students actually learn from each other. This study examined how second-year veterinary students learned from each other during a collaborative, case-based learning project. Data were students' written reflections on their learning in the veterinary course and the specific learning experience, and a matched pre- and post-task questionnaire. Consistent with prior research describing veterinary students as individualistic learners, only a third of students spontaneously mentioned learning from each other as one of their most effective strategies. However, when prompted to describe a time when they felt that group members were really learning from each other, students reported highly valuable collaborative learning processes, which they explicitly linked to learning and understanding benefits. Questionnaire data were consistent, showing that students became more positive toward several aspects of the activity as well as toward group work in general. One unexpected finding was the lack of a relationship between students' self-evaluation of their learning and how well group members knew each other. These findings provide strong support for the educational value of collaborative, case-based learning. In light of other research evidence (using observation data) that the amount of time students actually engage in high-level collaborative processes may be rather limited, this article points to the need for veterinary teachers to better prepare students for group learning activities.

Increased Student Self-Confidence in Clinical Reasoning Skills Associated with Case-Based Learning (CBL)

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

ATLes: The Strategic Application of Web-Based Technology to Address Learning Objectives and Enhance Classroom Discussion in a Veterinary Pathology Course

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.

Cognitive processes of second-year veterinary students in clinical case resolution.

Researchers have established a general understanding of the cognitive processes of individuals and have identified expert and novice problem-solving differences. This study was directed towards an evaluation of the problem-solving abilities of a cohort of students completing their second year of veterinary study in a primarily lecture-based curriculum. Problem-solving abilities were evaluated by analysis of an audiotaped think aloud of students resolving a clinical case that was progressively disclosed. Transcripts of the articulated thoughts were analyzed using a novel taxonomy to understand the problem-solving process used by the students. Although all students were at the same level of training, a variety of problem-solving strategies were identified. Comparison to prior research revealed that the students exhibited characteristics consistent with novice problem solvers when faced with ill-defined problems, though no single, consistent pattern was evident.

A Questionnaire Survey of Ovine Dystocia Management in the United Kingdom

AbstractA questionnaire survey of farm experience, undertaken during lambing time in the year 2000 by 95 second-year veterinary undergraduate students, highlighted numerous areas of concern. On those farms attended, more than one third of shepherds (32; 34%) neither washed their hands in an approved scrub nor used arm-length disposable plastic gloves before attempted correction of a lambing problem. Sheep received a prophylactic antibiotic injection after an assisted lambing on just 33 farms (35%), while the majority of farmers (62 farms; 65%) treated only those ewes that became sick some days after assisted lambing. Veterinary assistance was requested to only 22 of 359 (6.1%) dystocia cases from a sample population of 79 610 lowground ewes. When lambs could not be delivered by farm staff the ewes were either humanely destroyed (65) or injected with antibiotics but subsequently died because of ensuing toxaemia from the emphysematous lambs in utero (272).