Veterinary Medicine Course Research Articles

"Microbiology can be . . . " Student Competition to Develop Resources about Infectious Diseases that Improve Health Literacy.

The European Association of Establishments for Veterinary Education emphasizes the importance of communication skills and teamwork for student success in clinical practice. Traditionally, many veterinary curricula lacked standardized formal training in acquiring these essential skills.Effective communication and collaborative teamwork are not only crucial for fulfilling the clinical responsibilities of the veterinary profession but also play a pivotal role in the broader societal context. Veterinarians, in their social role, serve as scientific communicators for the community. This role involves conveying scientific concepts, even complex ones, with a particular emphasis on their significance for public health, reaching a diverse audience. Currently, there is a growing public health necessity to improve health literacy, which refers to the ability to access, understand, appraise, and use information to support healthy choices by society, especially for topics like infectious diseases and vaccination. This became more evident during the global COVID-19 pandemic. This teaching tip describes the development, organization, and broad outcomes of a student competition introduced during a standard veterinary medicine course to design novel resources on microbiology and infectious disease-enhancing health literacy. Three separate events were organized during the academic years 2020-2023. The third-year veterinary medicine students attending the 3-month course on infectious diseases of small animals participated in a student competition aimed at promoting creativity and innovation. Their task was to develop novel resources that delivered informative content to the public concerning microbiology and infectious diseases. Participation was voluntary and students participated in groups of 5-6. Overall, 125 students created 22 projects on microbiology and infectious diseases that were able to enhance health literacy. This approach allowed students to engage with the content and convey foundational knowledge to others in an easily accessible way. This skill of communicating with the public using easy-to-understand language is essential for success in the veterinary medicine profession. The resources produced, such as drawings, comics, games, and videos, constitute informative sources. Thus, they were published online on a scientific journal to disseminate knowledge of infectious diseases to a broader audience.

Arte y ciencia: encuentros y aprendizajes entre estudiantes universitarios y de primaria

The Academic Integration Week (SINTA) is a component of the curriculum called Curricularization of Extension in the Veterinary Medicine Course, in which teachers, students and postgraduates committed to society develop integration projects with the local community. The Project-Based Learning (PBL) methodology is used, with a view to apply theoretical concepts in such a way that the information translates into knowledge for both the university and society, as well as action-research with the aim of teaching the student to be a researcher in a reflective process. Specifically, the aim of this project was to present science in a playful way to approximately ninety elementary school students - final years (7th and 8th grades), whose percentage of adequate learning has been inadequate. Postgraduate and undergraduate students were involved in the activity by demonstrating microorganisms using electron microscopes so that primary school students could learn the basic concepts of science. The knowledge of science was learned in a practical way and the perceptions of the images were recorded with illustrations, integrating the knowledge of science with that of art, resulting in the apprehension of the information taught and transformed into knowledge to be applied in everyday life.

Measures for Quality Assurance of Electronic Examinations in a Veterinary Medical Curriculum.

Since 2008, electronic examinations have been conducted at the University of Veterinary Medicine Hannover, Germany which are analyzed extensively in the current study. The aim is to assess the quality of examinations, the status quo of the electronic examination system and the implementation of recommendations regarding the conduct of exams at the TiHo. Based on the results suitable indicators for the evaluation of examinations and items as well as adequate quality assurance measures and item formats are to be identified. For this purpose, 294 electronic examinations carried out from 2008 to 2022 of the veterinary medicine course with an average of 248 participants each were evaluated with regard to the quality criteria reliability, difficulty index, and discrimination index. The main finding was that the number of items and the proportion of reused questions were identified as factors through which the quality of the examinations can be increased with simple adjustments. A higher number of items led to better reliability, whereby the required minimum reliability in examinations of 0.8 was reliably achieved from an item number of 98 questions. The proportion of reused questions should be kept low, as these had a negative influence on the characteristic values. Measures accompanying examinations, such as training of question authors and a pre- and post-review process, should also ensure the quality of examinations. For the post-review process, the distribution of examination results, reliability, item and distractor analysis are adequate indicators for evaluating examinations.

Active learning for an evidence-based veterinary medicine course during COVID-19.

Epidemiology is often a challenging course that is not well appreciated by many students learning veterinary medicine. The curriculum for this topic can sometimes be dry, difficult for students to contextualize, and heavy with statistics and mathematical concepts. We incorporated the concepts of epidemiology that are most important for practicing veterinarians and combined these with evidence-based veterinary medicine principles to create a practical course for second-year undergraduate veterinary students. We share the structure of our course and the different learning components, which also included incorporating graduate student mentors for journal clubs and an assignment that culminated in some students publishing their review findings. Anecdotal responses from students suggest they enjoyed the course and learned skills they felt would be useful in veterinary practice to help them make evidence-based clinical decisions.

Delivery anatomy kits help to keep practical veterinary classes during the COVID-19 pandemic.

To address the restrictions caused by the COVID‐19 pandemic and to search for assistive learning tools for the subject of Animal Anatomy II and Applied Anatomy, 123 anatomical kits were prepared at the Animal Anatomy Laboratory for students of the Veterinary Medicine course at the University of São Paulo, Faculty of Animal Science and Food Engineering (FZEA/USP) in Pirassununga city, São Paulo, Brazil. The kits contained anatomical pieces for teaching splanchnology and topographic anatomy (two different classes), and they were elaborated based on effective preservation techniques for the preparation of animal anatomical pieces. At the end of each course, we sent an online questionnaire to the students for evaluation of the methodology used. Alternative methods were used to minimize the odour and non‐generation of chemical or microbiological contaminants. The acceptance of the kits was unanimous with adherence by all the students, who had the opportunity to experience the Anatomy class in its entirety, without leaving their homes.

Veterinary Anatomy During the COVID-19 Pandemic in Brazil: Research Focused on Pedagogical Practice

Since the first Brazilian Veterinary Medicine course in 1910, many curricular changes have taken place. The pedagogical project have been centered on the student as a subject of learning and supported by the professors as a critical mediator of this process and the pandemic of COVID-19 accelerated this change. Many professors have taught video lessons to ensure continuity of teaching, research and extension, even at a distance. This paper, therefore, aims at reporting the development of animal anatomy didactic contents applied on online platforms in Portuguese language. To this, eight researches were developed addressing the teaching-learning of Morphological Sciences contents to be incorporated into distance education platforms that focused canine and feline anatomy, the study of neuroanatomy in the ovine, bovine, equine and primate species and the surgical anatomy of the locomotor apparatus of the equine specie. Thus, virtual teaching-learning platform can help, as a complementary tool to face-to-face classes, in obtaining the skills, abilities and attitudes required for the training of veterinary students in Brazil.

Increasing Team Effectiveness through Experiential Team Training: An Explanatory Mixed-Methods Study of First-Year Veterinary Students' Team Experiences.

This article explores the impact of experiential team communication training on student team effectiveness. First-year veterinary students were concurrently enrolled in the Group Communication in Veterinary Medicine course and applied their knowledge to their authentic team experiences in the Veterinary Anatomy and Introduction to Clinical Problem Solving courses. All students completed a modified team effectiveness instrument and a team self-reflection at the end of the semester. Results show that students experienced a high level of team effectiveness. Although students experienced challenges with respect to staying on task and distributing roles and responsibilities, team coordination and communication improved over time, due in part to the team activities associated with the team training intervention. This research provides support for the impact of experiential team training to the development of team process skills and team effectiveness.

Use of Top Hat Audience Response Software in a Third-Year Veterinary Medicine and Surgery Course

Audience response devices are useful tools that can improve student engagement and learning during instructional sessions. The purpose of this article is to describe our experience with a new cloud-based application known as Top Hat, which includes audience response tools in its application suite. The software was used in a multi-specialty, multi-instructor medicine and surgery course in the third year of a veterinary curriculum. In addition to standard multiple-choice and short-answer questions, Top Hat has several unique question types and methods of displaying the responses given. These include displaying free-text responses in a word cloud format and a "click-on-target" question type that allows students to indicate their response by clicking on a location within an image. Responses for this latter question type are displayed in a heat map format. A discussion tool is also available, which allows students to respond, read other students' responses in real time, and then reply again if warranted. This feature also supports drawing-based responses. The variety of question types was very useful in keeping students engaged during teaching sessions, giving this application several advantages over systems that are limited to multiple-choice questions only. In addition, the application allowed rapid identification of areas of student knowledge and misunderstandings, which facilitated the direction of further discussion and clarification of important learning issues.

IMPLANTAÇÃO DA MONITORIA ACADÊMICA EM MORFOFISIOLOGIA ANIMAL EM UNIVERSIDADE PRIVADA DE SÃO PAULO/SP

Foram investigadas as percepções de alunos-monitores, alunos não-monitores e professores orientadores sobre a implantação do programa de monitoria acadêmica em Medicina Veterinária na Universidade Nove de Julho. Foram analisadas as respostas de 18 monitores dos Laboratórios de Anatomia Veterinária e 925 estudantes primeiranistas do curso de Medicina Veterinária, além da descrição conjunta dos docentes orientadores. Os resultados foram coletados com o emprego do Google Forms. Conclui-se que a implantação da monitoria acadêmica em Morfofisiologia Animal foi uma proveitosa iniciativa, tendo contribuído sobremaneira como um impulso inicial para a consolidação do curso, bem como para a formação universitária dos estudantes-monitorados e para o desenvolvimento de habilidades interpessoais relacionadas ao ensino de Ciências Morfológicas aos estudantes-monitores.

Effect of Delivery Format on Student Outcomes and Perceptions of a Veterinary Medicine Course: Synchronous versus Asynchronous Learning.

The COVID-19 pandemic prompted instruction at many veterinary schools to switch to an emergency remote teaching format to prevent viral transmission associated with in-person synchronous lectures. This study surveyed student perspectives and academic performance in a pre-planned online second-year veterinary toxicology course given at North Carolina State University in Spring 2020. This course relied on asynchronous narrated presentations for content delivery. This method of delivery predated the pandemic and was used throughout the course. Academic performance and patterns of access to materials in the online course was compared with the access patterns and performance of students given classroom-based synchronous teaching in Spring 2019. Assessments evaluated in this study were identical across courses. Students’ academic performance was unaffected by delivery method. Lack of instructor interaction was an important perceived barrier in the asynchronous course. Asynchronous course materials were uniformly accessed across all days of the week, while supplemental materials for the face-to-face course showed a weekly pattern. Moving from letter grades to pass/fail did not change access frequency to supplemental course materials but led to decreased video usage in the asynchronous course. Results suggest that although some veterinary students perceived the switch in delivery format negatively, the method of delivery did not adversely affect performance in this preclinical course.

“CICLO DE PALESTRAS EM CIÊNCIA ANIMAL” COMO INTEGRADOR DO PROCESSO DE ENSINO-APRENDIZAGEM

Higher education institutions encourage complementary alternatives with events that articulate academic learning with the reality of the labor market. Given the relevance of these events to the internal and external community, as integrators of the teaching-learning process, the objective of this work is to address the “Cycle of Lectures on Animal Science” created by the Postgraduate Program in Animal Science, a Veterinary Medicine course and Professional Improvement Program in Veterinary Medicine at the University of Franca. It aims to improve knowledge by providing two lectures a month given by apprentices and graduate students and also, the interaction of knowledge between different areas such as veterinary, agronomy and biology. It is the 10th Cycle and it is estimated that 1,850 participants will attend it, including university students, apprentices, graduate students, teachers and external professionals. This event provides teaching-learning interaction as well as exchange of knowledge, it improves teaching, public posture, public speaking and multi and interdisciplinary training.

Las abejas como modelo de estudio y herramienta de educación ambiental en el estado de Sergipe

Considering that bees are in constant threat due to anthropic actions, the SOS ABELHAS preservation project was created in 2018 by the Fire Department of the State of Sergipe (CBMSE) in partnership with the Federal Institute of Sergipe (IFS), the Federal University of Sergipe ( UFS), beekeepers and honey producers. In the 2019 edition, the use of environmental education was incorporated through a subproject entitled “SOS bees: know to preserve” that was developed by academic Joyce Inocencia dos Santos during the Mandatory Supervised Internship (ESO) of the Veterinary Medicine course at the UFS. For this purpose, several lectures and workshops were held covering the relevant aspects that involve the life of a bee, its habitat and practical actions that favor its maintenance in the ecosystem. Thus, it is observed that the community was involved in this process, becoming aware of the existence and importance of bees, which allows us to conclude that environmental education has a multidisciplinary character and that it must be disseminated by all professionals who deal with man, with the animal and with the environment.

Perceptions of Assessment Literacy among Current and Prospective Veterinary Students.

Developing assessment literacy is important for veterinary students because the demands of a veterinary medicine course require students to rapidly adapt to new ways of learning and assessment. In this study, we investigate the understanding of assessments at university from applicants and current veterinary students and how this understanding can be improved and developed throughout the course. Data were gathered from three groups-applicants, naïve veterinary students, and experienced veterinary students-using questionnaire-based surveys. Of the applicants, 69% expected university assessments to be different from those at school, whereas only 13% agreed they had a good idea of what assessments would be like at university. More than 50% of students in their first term agreed they had a good understanding of assessments at university, although students had no significant improvement in their understanding of assessments as they progressed through the course. All three groups agreed that having a better understanding of assessments would make them feel more confident about exams. We conclude that more could be done to prepare prospective veterinary students for different styles of assessments and that current veterinary students would benefit from the opportunity to develop their assessment literacy. An assessment literacy curriculum is therefore proposed to develop students' assessment literacy from high school through graduation. Further research could investigate the development of assessment literacy interventions aimed at both applicants and veterinary students.

NECROPSY OF AN OLIVE TURTLE: Lepidochelys olivacea (Eschscholtz, 1829)

The necropsy is an action composed of several stages carefully organized and performed on a corpse, aiming to elucidate or confirm what happened to the animal, so that it would die. The autopsy performed on a turtle by the team of academics from the Veterinary Medicine course at UNINASSAU, was of great value in making it possible to better understand its cause of death. Many convalescent turtles are sent to specialized environments in order to have their health restored, but some unfortunately end up dying, due to the seriousness of their case. The necropsy is then performed to clarify, refute, confirm or even modify a diagnosis previously established. Each necropsy stage is performed with great responsibility, where the qualification of veterinary medicine students is of paramount importance for this specific purpose. The necropsy performed on this chelonian Lepidochelys olivacea, aimed to provide an active practice and present a range of scientific knowledge, which academics will deal with now or in their professional lives. The conclusion regarding the autopsy performed, revealed that the cause of death was due to a cranial laceration probably caused by a propeller of a motor boat.

Medicina Veterinária e a Aprendizagem Baseada em Problemas (ABP): uma experiência aplicada às disciplinas de Microbiologia e Imunologia

A Aprendizagem Baseada em Problemas (ABP) é uma metodologia de ensino e aprendizagem que utiliza problemas do cotidiano profissional de diferentes áreas, para motivar a aprendizagem para a futura atuação dos acadêmicos como profissionais e cidadãos. Assim, na perspectiva de possibilitar aos alunos do Curso de Medicina Veterinária a compreensão das relações entre os conteúdos de Microbiologia e Imunologia Veterinária, após algumas reflexões surgiu a necessidade de atividades interdisciplinares. Nesse sentido, o objetivo do presente trabalho é apresentar um estudo de caso sobre emprego do método ABP como metodologia ativa no curso de Medicina Veterinária. Para isso, uma situação problema foi elaborada, relacionando os diagnósticos imunológicos, que são comuns na prática clínica veterinária e as características do agente etiológico em questão, no caso as bactérias do gênero Brucella spp, causadora de perdas produtivas em grandes animais. Observou-se que as atividades práticas e a metodologia ativa contribuíram para que os alunos conseguissem responder a solução-problema que, a princípio, foi vista por eles como um enigma e ao mesmo tempo como um desafio na busca de uma solução. Assim, sugere-se que tal atividade seja aplicada em diferentes disciplinas, com a função de desenvolver a autonomia dos discentes frente às adversidades que os mesmos poderão deparar na vida profissional.

Desenvolvimento e utilização do jogo VetParasitoQuiz como estratégia de ensino gamificada para o ensino de Parasitologia Veterinária

<p class="Normal1">Parasitology can be defined as the branch of biology that studies parasites and parasitism in general, covering diverse areas, such as helminthology, protozoology, ectoparasitology and entomology. Due to the large amount of content studied and the complexity of scientific names, it is generally difficult for students to fix the content taught during the course. Gamification has been gaining ground in current teaching methodologies, as it represents an alternative way of how knowledge can be passed on, as it is clear that the playful form of teaching shows a higher rate of fixation and learning. Therefore, the aim was to develop a quiz application on veterinary parasitology for Android smartphones. The game was called VetParasitoQuiz, having been made available on Google’s online store for downloads on Android devices. Then, it was tested and evaluated by the students enrolled in the discipline of Veterinary Parasitology and the discipline of Parasitic Diseases of the semesters of 2018, of the Veterinary Medicine course at the Federal Institute of Paraíba (IFPB) Sousa campus, where they evaluated the effectiveness of methods alternatives in teaching-learning, where through questionnaires and through the performance evaluation in the game, obtained positive results, showing that the gamification in higher education contributes to the fixation of subjects and that through application there is a stimulus to learning in an unconventional way , allowing greater memorization of the contents.</p>

Morphometric description of canine and human heart anatomy: proximities and distances

Article developed as a result of research Project of Studies in Cardiology at the University Center Montes Belos - UniMB, Veterinary Medicine course - Comparative Study of the Cardiological Profile between Dogs and Men: parameters of the main cardiopathies and anatomical similarities. The specific objective of this analysis is to reassess the proximities between the classes’ hominidae and canidae regarding the anatomical aspect of the heart. The proximities, similarities and distances, differences between the cardiac morphometric of the dog and the human. The theoretical referencing was based on an argumentative basis by Ghoshal (1986), Carvalho et al. (2002) and Queiroz et al. (2018) for argumentative support in cardiac and human cardiac morphometric discussion, Cunningham (2011) for cardiac physiology and other authors with equal importance for the support of the argumentative archetype of this work.

Trasplante cardíaco en pequeños animales: las expectativas del avance de la impresión de corazón 3D para Medicina Veterinaria

Article fruit of the Research Project developed at the University Center Montes Belos University - UniMB, Veterinary Medicine course - Comparative Study of the Cardiological Profile between Dogs and Men: parameters of the main cardiopathies and anatomical similarities. The specific objectives are to reassess the proximity between the classes hominidae and canidae regarding the cardiological aspect. The transplanted patients are at risk of rejection, for this reason the intense follow-up of immunosuppressants and medical observations with laboratory follow-up to control the immune response. The expectation of heart transplantation is based on 3D with the patient's own cells is to solve a problem of rejection of the transplanted limb / organ and access to the organ to transplant.

O médico-veterinário e sua atuação em uma Unidade de Saúde da Família no município de Salvador, Bahia: relato de experiência acadêmica

O médico-veterinário é um profissional capacitado para atuar em diversas áreas da saúde, inclusive na saúde pública, devido à ligação entre saúde humana, animal e ambiental, e assim pode intervir na promoção de saúde nas comunidades. Por ser um profissional interdisciplinar e, com isso, possuir uma ampla área de atuação, pode interagir de forma bastante satisfatória nas atividades relacionadas à promoção e educação em saúde, sendo este um dos objetivos das atividades realizadas no Programa de Integração Saúde e Comunidade (Pisco). Este trabalho relata a vivência de um grupo de estudantes de Medicina Veterinária em uma Unidade de Saúde da Família ao cursar o Pisco da Universidade Salvador. Foram realizadas atividades inerentes à função de médico-veterinário no Núcleo de Apoio à Saúde da Família durante o segundo semestre de 2016, no bairro de Alto de Coutos, município de Salvador, pelos alunos do sexto semestre do curso de Medicina Veterinária. Essas atividades formam a base da discussão deste trabalho, bem como sua contribuição para os programas de saúde, fortalecendo, desta forma, o papel do médico-veterinário nesse novo campo de atuação.

Chemically Prepared Cat Cadavers in Teaching of Surgical Technique ‐ Evaluation by Students of a Veterinary Medicine Course

It is essential to humanely use live animals in research and teaching activities and consequently, to search for alternative methods that do not prejudice academic or scientific efforts. The objective of this work was to evaluate the opinions of veterinary undergraduate students as to the acceptability of using chemically prepared cat cadavers to teach surgical methods. Ten cadavers of cats were fixed with ethylic alcohol with 5% of glycerine (120ml/kg) for 60 days and preserved in 30% sodium chloride aqueous solution up to one semester. During the conservation time, students were asked to complete an evaluation form at the end of the surgery classes. The students assigned a score of 1 (very bad) to 10 (excellent) to the resistance of the skin (7.94±1.60). muscles (7.98±1.39). stomach (8.12±1.33). intestine (7.54±1.72). and urinary bladder (7.58±1.79) to incision/suture and the malleability of intestines (7.78±1.58), spleen (7.34±2.24) and liver (7.14±2.28) were evaluated. The average score was 7.68 ± 1.74, and 92% of the students were found to be in favor of the use of cadavers. In addition, 90% of the students favored initial surgical training with chemically preserved cadavers, followed by classes including live animals from the Veterinary Hospital who came for elective surgery, such as an orchiectomy or ovariohysterectomy.Support or Funding InformationFAPESP, process 2015/08259‐9.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.