Vet Students Research Articles

Defi Fet scholarship for vet student.

Defi Fet scholarship for vet student.

The momentary relationship between physical activity behaviour and mental well-being of vocational education and training students

Background and aimsVocational education and training (VET)-students often face student mental well-being (SMW) challenges. Physical activity behaviour (PAB) is positively associated with SWM, yet SMW can vary during the day. Therefore, this study aims to explore the momentary relationship between PAB ((i.e., moderate to vigorous physical activity (MVPA), light physical activity (LPA), sedentary behaviour (SB)) and SMW (i.e., affect, self-esteem). MethodsFor 9 consecutive days, VET-students reported their SMW via experience sampling methods-prompts while their PAB was measured with thigh worn ActivPALs™. PAB data was summed in minutes spent in each PAB 30 and 60 minutes before each prompt. Data of 68 students (68% female, mean-age=18.9±4) was analysed with multilevel regression analyses. ResultsConsistently positive associations between LPA and positive affect (30min: β = 0.03, p = <.001, 60min: β = 0.03, p = <.001), and self-esteem (30min: β = 0.01, p = .047 60 min: β = 0.01, p = <.001) were found. For SB negative associations for positive affect (30 min: β = -0.04, p = <.001, 60 min: β = -0.03, p = <.001), and self-esteem (30 min: β = -0.02, p = < .001, 60 min: β = -0.01, p = < .001) were found. No associations were found between any PAB and negative affect, and for MVPA and SMW. ConclusionThe significant positive associations between LPA and SMW and the negative associations between SB and SMW suggest that increasing LPA and decreasing SB and can improve SMW in VET students.

MODEL OF ELECTRONIC ASSESSMENT SYSTEM OUTSIDE OF CLASSTIME IN VOCATIONAL AND PROFESSIONAL EDUCATION - ESSENCE, ADVANTAGES AND CHALLENGES

This article examines the normative framework related to the assessment of students in VET in Bulgaria, as well as various modern electronic technologies for assessing the knowledge and skills of learners. An extracurricular grading model is presented to automatically grade and log the students grade in the school e-Journal. A SWOT analysis is made, and the results of a survey among teachers from secondary schools and vocational high schools are presented, which aims to explore their opinion on the effectiveness of such electronic assessment which is not during class time. The results are not strongly connected only with Bulgaria but arepresumably relevant for more broad discourse of the assessment in VET with its characeristics and specifics mentioned in the main part analysis.

The discourse on technological literacy: exploring visual representations enabled by the visual cultures of four Swedish vocational education and training programmes

In today’s rapidly changing world, technology has profoundly impacted our daily lives, making it increasingly difficult to predict what skills will be necessary for the future. To address this challenge, 21st-century skills have been proposed as a framework for shaping future education, in which one of the skills is technological literacy. How the latter is understood, positioned, and approached is influenced by discourses produced within and among various societal practices, such as the educational system. This article provides a glimpse of the discourse on technological literacy by exploring how “technological literacy” is portrayed within the visual cultures of four Swedish upper secondary VET programs. Our results indicate that the portrayals of becoming technologically literate for VET students vary among the programmes. However, they all emphasise practical and hands-on activities, where students can be seen engaging with various tools, equipment, and objects relevant to each programme’s field of study. Teamwork and peer-to-peer learning are also portrayed as central to these programmes, simultaneously as leadership roles and the distribution of responsibilities among students are commonly featured. While the programmes’ visual portrayals reflect diversity in ethnicity and gender, traditional gender roles are still (re)produced in the pictorials.

School‑Friendly Parents? Characteristics of Parents’ Involvement in Vocational Schools in Hungary

RESEARCH OBJECTIVE: Our goal is to examine parental involvement in schools with higher dropout rates, lower dropout rates and disadvantaged family backgrounds. THE RESEARCH PROBLEM AND METHODS: In our study, we focus on vocational schools that do not offer a baccalaureate (matura) degree as well as vocational schools that do offer a baccalaureate (matura) degree. In the present study, we used data from a large sample database in Hungary. THE PROCESS OF ARGUMENTATION: . A number of international studies have examined the importance of parental involvement, especially for pre‑school children and primary school students. Few studies have focussed on parental involvement in secondary education, especially in Hungary where it has only recently become a focus of educational research, but the relationship between secondary education and parental involvement has only been partially investigated. RESEARCH RESULTS: Our results show that we need to pay more attention to these two types of schools. CONCLUSIONS, RECOMMENDATIONS AND APPLICABLE VALUE OF RESEARCH: Based on our questions on parents’ involvement in school, we obtained several significant results. Of the barriers we investigated, we found one to be relevant. Our study is exploratory in nature and aims to gather data and information on parents of VET students. Our objective was to obtain results relevant to VET.

Final-year students: we've got you covered.

BVA membership marketing manager Laura Carlin explains all the ways we support vet students in their final year.

Can vocational interests of students be used to recruit suitable candidates for teacher training programmes in technical vocational education and training in Germany?

PurposeIn Germany, various approaches have been taken to tackle the current teacher shortage in technical and vocational education and training (TVET). One attempt to remedy the shortage in Bavaria has been the introduction of an engineering education study programme at universities of applied sciences. Ideal candidates for this programme should have an interest in both engineering and social interaction. For effective recruitment, therefore, it is necessary to know applicants’ characteristics such as their vocational interests. In this study, the vocational interest profiles of students in TVET teacher training programmes were identified and their interest profiles and further characteristics were compared with those of other VET students at universities and universities of applied sciences.Design/methodology/approachAn online questionnaire based on Holland’s interest theory and adapted from the Allgemeiner-Interessen-Struktur-Test-3 (interest structure test) was administered to 85 students in TVET teacher training programmes at universities and universities of applied sciences in Bavaria. Items regarding reasons for choosing a particular study programme, university location and other personal details were added.FindingsThe vocational interest profiles of students at universities and universities of applied sciences can be described as similar but weakly differentiated. Insights are provided by the characteristics of students such as the majority being first-time academics in the family. The reasons for choosing the degree programme and university location highlight the fact that a large proportion of students in engineering education would not have chosen a teaching-related degree programme if it had not been offered at the respective university of applied sciences.Research limitations/implicationsAlthough the sample in this study was small and, therefore, limiting, it represented a high proportion of TVET teacher training students in Bavaria and a substantial proportion of first-year students in TVET teacher training programmes at universities and universities of applied sciences in Bavaria (section 2.2 and 3.1). Thus, the findings provide valuable insights into commonalities in interest profiles between engineering education students at universities of applied sciences and other TVET students at universities. With respect to the domain of the chosen vocational specialisation, differentiated profiles emerged that, for example, showed a stronger artistic orientation among students in construction technology/wood. For further analysis, the previous variable-centred orientation of the analysis can be supplemented by person-centred analyses (e.g. cluster analysis and latent variable mixture modelling, LVMM) (cf. Leon et al., 2021).Practical implicationsThe findings in this study reveal the potential for attracting candidates to universities of applied sciences if they prefer to study in rather rural areas close to their hometowns. With the aim to educate prospective teachers for future work not only in metropolitan regions but in rural areas too, offering bachelor degree programmes in rural areas would seem promising. A regional option can boost the recruitment of new students and attract candidates that otherwise would be unable to pursue studies or a career as a teacher in vocational education. The results of this study and those of previous studies suggest that universities of applied sciences can cooperate with universities to help solve the teacher shortage problem.Social implicationsOverall, it is apparent that the students' interests reached comparatively high values in all interest orientations and thus are only weakly differentiated. If undifferentiated profiles indicate low levels of career readiness, this significantly affects the recruitment of young people for the teaching profession. Assessing career orientation and promoting vocational interests should be prioritised during secondary school education. Vocational orientation measures are essential and should provide insight into typical activities of daily work life in different professions and thus pique and foster interests.Originality/valueThis study provides insight into how to respond to the teacher shortage in VET by identifying important characteristics of engineering education students using vocational interest profiling.

Should all vet students visit an abattoir?

Should all vet students visit an abattoir?

Using qualitative behavior assessment to investigate the effect of tourist presence on the welfare in captive tigers (Panthera tigris) in three tourism facilities in Thailand.

Numerous facilities around the world offer tourists interactive experiences with captive tigers. Yet, the animal welfare implications of this practice have not been widely studied. This study aimed to investigate whether qualitative behavioral assessment (QBA) could: (i) provide a valid indicator of tiger's emotional state and (ii) be applied to assess whether unfamiliar human presence with hand-raised captive tigers had an impact on the emotional state of those tigers. To investigate this, QBA was applied to video clips of hand-raised captive tigers from three sites (two offering unfamiliar human interaction, Sites A and C, and one retirement site with no direct interactions, Site B) in Thailand. QBA allows inferences to be made about animal emotion on the basis of descriptions of behavioral expression. Analysis, using a free choice profiling methodology, was provided by observers (N = 38) split between three groups; tiger keepers and vets from the Thai venues (n = 12), UK-based animal behavior MSc and vet students (n = 16), and international tiger keepers (n = 10). Tigers (N = 35) were split between Sites A (n = 7), B (n = 18), and C (n = 10) and filmed at three time points; morning (0800-0930 h); midday, (1130-1230 h); and evening, (1630-1830h) totaling 105 clips. Using generalized procrustes analysis, a consensus profile was calculated for each observer group. Two meaningful dimensions of behavioral expression, explaining 75.0% of the variation, were observed across these groups: Dimension 1 (D1: "active"/"interested"/"agitated" to "relaxed"/"calm"/"chilled-out") and Dimension 2 (D2: "bored"/"stressed"/"frustrated" to "relaxed"/"curious"/"interested"). There was clear agreement between the three observer groups in terms of tiger emotional expression along D1. However, agreement was more variable on D2. The behavioral expression on D1 was not significantly affected by site but was significantly affected by an interaction between age and time of day. Time of day also affected scores on D2, with the Thai observer group also showing an effect of site. During the midday period, when unfamiliar humans were present, all tiger age groups showed more positive behavioral expressions on D1 (lower scores: "relaxed"/"calm"/"chilled-out") and more negative behavioral expressions on D2 (higher scores: "bored"/"stressed"/"frustrated"), which could indicate that the presence of unfamiliar humans was a stressor. However, tigers in the retirement Site C also displayed similar behavioral expressions, which could indicate a deeper welfare issue. With further development, QBA could be used as part of a valid tool for long-term measurement of behavioral expression in captive tigers.

A warm welcome to all our new vet student members.

Exam results day may seem a distant memory for some, but it marked the start of something special for all the new first-year vet students across the country. All the hard work has paid off - you did it! You're now a vet in the making and BVA is here to support you every step of the way.

Enhancing Critical Thinking Skills and Media Literacy in Initial VET Students: A Mixed Methods Study on a Cross-Country Training Program

Context: In the last few decades, the constant and exponential changes in the society's consumption of information have increased the awareness of practitioners from the education and training field, on the need for training programs for the enhancement of critical thinking skills and media literacy among students from Initial Vocational Education and Training (IVET) who are less exposed to intellectual trainings than their peers in traditional education pathways. Approach: With this impetus, the present paper reports the results of a mixed methods study evaluating a training program for such competences. Based on a cognitive psychology theoretical framework, the training program consisted in three main techniques through which trainers can work with students in the classroom. N= 35 trainers from five different countries (i.e., Greece, Italy, Spain, Portugal, and the Netherlands) were instructed about the training techniques and implemented them in their training centres. Then, a total of N= 288 students among these countries were involved in the testing of the training, which took place on a duration average of 5 months. Mixed methods approach was used to evaluate the effectiveness and quality of the training. Notably, prospective statistical analysis evaluated the training's impact of the participating students and compared with a control group. Qualitative interviews examined the training's lived experience with a group of students and trainers. Findings: The quantitative and qualitative analysis of pre/post- measures of critical thinking skills and media literacy of the experimental group, and the comparison with the control group, indicate an increase in these competences and confirm the efficacy of the training intervention. Conclusion: These results inform about the usefulness of the training program cross-culturally and the feasibility of training strategies based on cognitive psychology. Moreover, the paper offers a methodological contribution thanks to the proposition of the mixed methods approach for training programs assessment.

Demonstration Exam in Continuing Entrepreneurial Education within the VET and HE Systems

Achieving the national development goals of the Russian Federation and maintaining the sustainability of the economy in the face of sanctions pressure impose special requirements on the development of entrepreneurial competencies among students of postsecondary education. One of the key innovations of the last decade in the field of entrepreneurial education in Russia was the introduction of a demonstration exam (DE) based on WorldSkills Russia methodology. Its results reveal high heterogeneity in the quality of entrepreneurial competencies acquisition among the students. Meanwhile, the experience of educational organizations that effectively cope with mass preparation for DE has not yet been sufficiently studied. Moreover, the specifics of the formation of entrepreneurial competencies in VET have not been studied, despite the steady growth in the share of college graduates in the university applicant base. In order to ensure the continuity of entrepreneurial education for students studying along the VET–HE trajectory, as well as to study the best practices for the formation of entrepreneurial competencies in the prism of DE, qualitative research of the search type was implemented.The study was carried out based on qualitative methodology. Within its framework, in-depth semi-structured interviews were conducted with expert teachers from four educational institutions with the highest results in the DE. For the triangulation? The data also included 4 in-depth semi-structured interviews with VET students who have successful experience in confirming the results of mastered entrepreneurial competencies. The interview analysis was based on a mixed approach.Structural and procedural components are identified and described, showing ways to integrate entrepreneurial education into traditional VET and to create a comprehensive educational environment. Interactive components used in teaching and learning entrepreneurship are investigated. According to the research results, as in the case of leading foreign practices, the best domestic practices are characterized by the use of constructivist pedagogy, while the key teaching method is long-term interdisciplinary student projects. The specificity of the formation of entrepreneurial competencies in VET has been revealed – this is a practice orientation and an orientation towards routine entrepreneurship.The results obtained can be used by practitioners to improve the quality of entrepreneurial education in VET schools.

A Study of Lumpy Skin Disease in Cattles: Epidemic Disease in Pakistan

Lumpy dermatitis (LSD) is a widespread illness that affects farm animals, including water-based cattle.The illness is caused by LSD, the disease which is part of the Poxiviridae family Capripox genera. Skin wounds are considered the most common site of infection because the virus can survive for a long time in a wound or scab. LSD's initial medical applications were described in 1929 in Zimbabwe. This skin disease has also had an impact on Pakistan; several animal farms in Karachi have infected large numbers of animals, and 190,000 instances were recently documented across the country, with over 7,500 deaths attributed to disease. LSD has a huge impact on Pakistan's economic condition, resulting in livestock loss and reduced milk production. The Ministry of Research and the Security of Food in Pakistan has organised a task force to create a plan for controlling the spread of disease to cows &amp; buffaloes. Awareness initiatives should include both private and government veterinary technicians, the two areas and abattoirs, vet students, cultivators, livestock merchants, livestock transporters, and artificial insemination.

‘The wrong’ kind of students or ‘Santa’s workshop’? Teaching practices for newly arrived migrant students in Swedish upper secondary VET

At some upper secondary schools in Sweden, newly arrived migrant youths can attend vocational courses while studying in the language introduction programme. The teaching practices in relation to language learning for newly arrived migrant students in this kind of school-based VET and how these practices are conditioned are investigated in the article. Eight VET-teachers were interviewed, and the narratives were analyzed using concepts from the theory of practice architectures. Three teaching practices in relation to language learning were identified within the broader project of teaching newly arrived students in VET: i) Swedish language first, ii) second language learning-in-action, and iii) joint VET and second language teaching. These practices were in turn connected to three different approaches to language learning in VET: language learning understood as a) segregated skills instruction, b) as happening ‘naturally’ while participating in VET-practice, c) integrated in VET but requiring explicit instruction and daily interaction with Swedish-speaking students. A conclusion drawn from the study is that newly arrived migrant students are provided unequal opportunities for development of vocational knowing and language competences in Swedish upper secondary schools depending on local conditions. The results also show how economic resources and support from school-leaders provides conditions for re-shaping teaching practices.

Territoriality as an analytical lens for exploring educational disadvantage. A qualitative study of VET students in Italy, France, and Greece

This study argues that the long-standing difficulties in addressing educational disadvantage point to the need to change the analytical categories used and takes territoriality as an analytical lens to explore how students perceive their place in the world. The study presents the results of a qualitative study investigating how 222 14–19-year-old vocational education students in Italy, France and Greece perceive a scenario of possibility. The results from reflexive cartographies and elicitation interviews show that a significant percentage of students with similar socio-economic characteristics have difficulty imagining and narrating scenarios about their possible future selves, and that there are similar themes and patterns in all three countries. The article argues that the above findings reveal hidden forms of vulnerability that impact on students’ academic trajectories and concludes by pointing out the analytical value and policy implications of the above findings in discussing educational disadvantage.

BSAVA student congress report

Student members of the BSAVA held a successful virtual congress in June providing online lectures for colleagues at each of the UK vet schools. It was the brainchild of fourth year Nottingham student Sophie Oliver who told John Bonner how the programme also found an audience among fellow vet students across the globe.

Vet Student News

Veterinary RecordVolume 190, Issue 11 p. iv-iv People Vet Student News First published: 03 June 2022 https://doi.org/10.1002/vetr.1902Read the full textAboutPDF 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 onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume190, Issue114/11 June 2022Pages iv-iv RelatedInformation

Support for vet student to investigate small animal disease

Support for vet student to investigate small animal disease

Vet students' new scholarship programme

Vet students' new scholarship programme

Assessing Knowledge, Beliefs, and Behaviors around Antibiotic Usage and Antibiotic Resistance among UK Veterinary Students: A Multi-Site, Cross-Sectional Survey.

Antimicrobial resistance (AMR) is a profound threat to human and animal health. Antimicrobial prescribing behaviours are influenced by psychological factors such as knowledge, beliefs, and emotions. As future antimicrobial prescribers, it is important to understand beliefs about AMR and stewardship among veterinary (vet) students. This cross-sectional online survey assessed vet students’ self-reported behavior, knowledge, and beliefs in specific relation to antibiotic resistance (ABR) and antibiotic usage. Participants were early years (first- and second-year; n = 460) and later-years (third- and fourth-year; n = 113) undergraduate vet students from three UK universities. Self-reported antibiotic-related behaviors were responsible among most students. Knowledge about ABR and stewardship was moderate among early years students and good among later years students. Vet students typically believed that vets had less responsibility for both causing and preventing ABR than other groups (animal owners, human medics, and the public). This study offers evidence that vet students (along with other groups) tend to lay greater responsibility for ABR/AMR outside of their own profession, which may impact their future prescribing behaviors. It is vital that AMR and antimicrobial stewardship are embedded across veterinary curricula, and that the One Health nature of the challenge posed by AMR is emphasized to encourage shared responsibility across all stakeholder groups, thereby helping to reduce ‘other-blaming’ for AMR.