Undergraduate Veterinary Students Research Articles

An investigation of the perceptions of laboratory animal welfare issues among undergraduate and graduate veterinary students in southeastern China.

Animal experiments have played a significant role in advancing scientific knowledge and enhancing people's quality of life. In order to better understand the opinions and knowledge of veterinary students in the domain of laboratory animal welfare and to explore and advance the teaching methods used in animal ethics education, a questionnaire was designed and used to conduct a survey among undergraduate and postgraduate students majoring in veterinary medicine. The survey encompassed various topics, such as students' level of knowledge about animal welfare, their perspectives on laboratory animals, their proficiency with animal experiments, and their opinions on teaching methods and content. The respondents were a total of 150 undergraduate students and 148 graduate students. The survey results indicated that most students expressed a strong sense of responsibility for the safeguarding of the welfare of experimental animals. However, there were a few students who lacked compassion for animals. Additionally, there was a general lack of basic theoretical knowledge of animal ethics and an inadequate grasp of experimental techniques among current students. Furthermore, most of the participants expressed a strong sense of responsibility to advocate for animal welfare. Although a substantial number of students were unaware of the existence of agencies for the supervision of work involving laboratory animals, they supported teaching and supervision in the domain of animal welfare and were open to various teaching methods and topics of content. In conclusion, targeted training and education regarding laboratory animal welfare and ethics should be conducted in the future to address the specific needs of students. This study provides a foundation for future animal welfare education and will help to improve the professional skills and humanistic qualities of veterinary students.

Problem-based Learning, a Tool to Develop Critical Thinking Skills of Undergraduate Veterinary Students

A major change embraced during a recent review of the Bachelor of Veterinary Science (BVSc.) curriculum of University of Peradeniya, Sri Lanka, was implementation of student-centred learning. Thus, a series of courses; ‘Integrated Veterinary Sciences’, delivered using Problem-based Learning (PBL), were introduced. As PBL is novel to the curriculum, this study was aimed to evaluate veterinary undergraduates’ perception on such a PBL-driven course which has been evaluated for the first time in Sri Lanka.
 PBL sessions were conducted with volunteers of all four academic year groups. Responses were assessed, using a questionnaire, on the opportunity for improving critical thinking, discussions, facilitator guidance, e-learning and overall satisfaction of using PBL.
 Over 85% of students across all groups agreed that the PBL had been effective: the highest level of agreement was on the potential to improve critical thinking. There were statistically significant differences between year groups for satisfaction with facilitators’ guidance and overall satisfaction; which may reflect differences in either content or facilitators’ experience between year groups.
 PBL was well-received as a method for use in the veterinary curriculum, Sri Lanka, suggesting the possibility of its widespread use for vertical and horizontal integration. Teacher training and improving facilities would ensure the success.

Career preferences among the undergraduate final-year veterinary students

Career preferences among the undergraduate final-year veterinary students

Factors Associated with the Innate Orthopedic Ability of Veterinary Students

Relatively little is known about the innate surgical ability of veterinary undergraduates. The objective of this study was to investigate if there were differences in the innate surgical ability of a cohort of 142 third-year veterinary undergraduate students to perform a series of simulated orthopedic surgical tasks, and whether specific factors influenced their innate ability. Participants performed four simulated surgical tasks; “depth of plunge”—an assessment of the “plunge” depth through foam when drilling through the trans cortex of a PVC pipe; “3-dimensional drilling”—an assessment of accuracy when drilling through a block of wood; “depth measurement”—an assessment of the ability to correctly measure the depth of holes in PVC pipe; and “fracture reduction”—where the speed and systematic reduction of a simulated fracture was assessed using a rubric score. Performance for each task was compared based on the responses to a survey. Results showed considerable variation in innate ability. Previous experience performing manual tasks and using a drill was associated with an improvement in students’ ability to perform one of the four tasks (fracture reduction). Age, gender, handedness, videogame experience, building game experience, exposure to orthopedic surgery, or desire to pursue surgery as a career were not associated with student performance in any task. A learning curve was observed for the depth of plunge task. An increased target angle led to decreased drilling accuracy for the 3D drilling task. The innate ability of veterinary students to undertake simulated surgical tasks was largely unaffected by the previous experiences evaluated.

Using Cognitive Task Analysis to Develop a Protocol for Teaching Ultrasound Pregnancy Diagnosis in the Bitch to Undergraduate Veterinary Students

Pregnancy diagnosis in the bitch is routinely performed using ultrasound and is therefore an important skill for veterinarians to have been exposed to during undergraduate training. Proficiency of this skill is difficult to achieve, due to limited exposure to suitable live patients, and animal welfare considerations limiting repeated performance on the same bitch. Models have been beneficial in allowing undergraduates to perform a range of ultrasound techniques without the use of live animals. Using clinical veterinarians and a model created at the University of Surrey, cognitive task analysis (CTA) was used to construct a list of instructional steps required to perform ultrasound pregnancy diagnosis. Experts were asked to evaluate the existing model then video recorded while demonstrating the skill on the model as if teaching a novice student. Anonymized and muted video footage along with transcribed audio files were used to create a draft teaching protocol. A group consensus for the final teaching protocol was developed following a semi-structured interview. The final teaching protocol had 23 steps to guide a novice to perform this skill, broken down into three stages; set-up and preparation, pregnancy identification, and estimation of gestational age. Not all steps were both performed and verbalized by all of the experts, hence the need for a panel discussion to confirm a final teaching protocol. This study demonstrated that CTA is useful in compiling a comprehensive list of steps, for a teaching protocol, including those which may have been missed if demonstrated through a lone subject matter expert.

Flipped Classroom to Facilitate Deeper Learning in Veterinary Undergraduate Students: An Educational Change Pilot Study Limited to the Imaging Module Bones.

In a flipped classroom, learners study at home and do the 'homework' in class. This approach respects the limitations of memory and allows more interaction between learners. The overall vision is self-paced activities for learners with decreased boredom and greater task value, which should facilitate deeper learning. To implement a flipped classroom, a bumpy incremental change process characterized by periods of relative stillness punctuated by the acceleration of pace was planned. All veterinary undergraduate students used an existing eLearning platform to access relevant text and selected image examples before class. Only for the randomly selected students in the flipped classroom (FC) was this content amended with purposeful audio content and concrete tasks. Further, FC learners discussed their opinions in an online class forum. To measure the educational change, a pre- and post-class formative test and a standardized questionnaire for students in the FC versus in the traditional classroom (TC) were performed. To assess engagement, students were invited to measure all learning activities, categorized into attendance, or self-study. The educational change project resulted in more commitment and less resistance from teachers. The FC consisted of 20 students, while the TC had 40. The mean pre-class scores difference between FC students and TC students was +1.7/20 points, and the mean post-class scores difference was +3/20 points. The chance of answering item 10 of the formative test (describe site of the fracture) correctly was about seven times higher for FC compared to TC learners (OR = 6.96; p = 0.002). The questionnaire revealed more satisfaction and greater task value in the FC compared to TC (p = 0.048). FC students invested 21 h into the course on average, while TC students invested 16 h. The results of this pilot agree with previous reports: A transparent process was helpful to initiate mainly positive interactions between teachers and students. Higher scores, higher chance to give the correct answer, greater task value, and more positive emotions are observed in the FC compared to the TC. Higher measures of learning time are not expected to affect exam results but indicate more engagement.

USE OF THREE DIMENSIONAL (3D) PRINTED MODELS OF SHEEP BRAIN IN ONLINE VETERINARY ANATOMY EDUCATION

Three dimensional (3D) printing technology in veterinary anatomy education is an evolving area providing accurately, rapidly, and reproducibly anatomical specimens. In this study, 3D printed sheep brain models were produced using magnetic resonance imaging (MRI) scanning, and their effectiveness was compared with cadaveric materials by creating three groups from undergraduate veterinary students. The study was performed when veterinary anatomy lectures in Erciyes University were carried out via live fully online learning platforms in virtual classes like many other universities in the world due the Covid-19 pandemic. Participants were subjected to an approximately 30 minute online lecture on the external and internal anatomy of the sheep brain using cadaveric materials only (n=21, Group 1), 3D printed models only (n=20, Group 2), or a combination of cadaveric materials and 3D printed models (n=20, Group 3) as teaching aids. Online post-tests carried out following the online lectures showed no statistically significant difference between the scores of the groups. Furthermore, online questionnaires conducted after the post-tests demonstrated that 3D printed models helped students learn about sheep brain anatomy. The finding of this study suggests that 3D printed models can be considered as a supplement teaching resource to cadaveric materials in veterinary anatomy education particularly when students are supposed to learn more in a limited time regardless of whether or not the Covid-19 pandemic might end.

Impact of COVID-19 Lockdown on Livestock and Poultry Sectors: Veterinary Students Perception and Suggestions

The study was undertaken to know perception of veterinary students on impact of COVID-19 lockdown on livestock and poultry sectors and suggestions to manage the lockdown impact. Data were collected through google form from 73 veterinary undergraduate students on July 2021. The data was analysed by descriptive statistics, Rank Based Quotient (RBQ) and results were interpreted. Our results revealed that veterinary students strongly agreed with increased prices for concentrate feed and limited supply (50.70%), limited availability of veterinary doctors for private practices (39.70%), declined livestock sales owing to livestock transportation constraints (41.10%) and declined demand for meat/livestock due to consumer unreadiness (28.80%) toward the livestock sectors. Further, the study reported that veterinary students had greater perception on price drop of eggs and broiler chicken during lockdown's initial period (47.90%), rise in consumption of country chicken meat and eggs (61.60%) and farm labour shortages (47.90%) in the poultry sector. These participants suggested, expansion of milk collection centres; and sell milk and meat via a mobile van (RBQ 47.06); give COVID-19 vaccination priority to farm labour; employ family labour for farm maintenance (RBQ 36.76); and promote COVID-19 measures through prominent local leaders (RBQ 35.29) to manage COVID-19 impact on livestock.

Farm animal careers and perception of 'fit' in undergraduate veterinary students: A mixed methods study.

Recruitment and retention of farm veterinarians have been the focus of recent research. Previous work suggests that a feeling of 'fit' is important for students to consider a farm career. The aim of this study was to identify whether students feel that they 'fit' in farm practice and reasons for their answer. An online survey was distributed to students at all British and Irish veterinary schools. A mixed methods approach was considered, with thematic analysis on free text answers and regression analysis on demographic variables. Thematic analysis identified six themes: career opportunities, nature of farm veterinary work, relationships and interactions, individual experiences, expectations and perceptions, and no perceived barriers. Females, marginalised ethnic groups and those from an urban/suburban background were all identified as having significantly (p < 0.05) less agreement with the statement 'I feel able to pursue a career in farm practice'. Survey limitations include those with a clear bias being likely to respond. However, alignment of the qualitative and quantitative results increased confidence in the findings of this mixed methods approach. This study confirms that biases that exist within wider society do have an influence on veterinary undergraduates' intentions to pursue a farm animal career. This is vital to consider both at a university level and when considering students' experiences on placements. Urgent action is required to improve inclusivity in the farm animal veterinary sector.

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.

Pilot Study of Attitudes of Taiwanese Veterinarians and Undergraduate Veterinary Students toward Animal Abuse and Interpersonal Violence.

Simple SummaryThere is a strong association between animal abuse and interpersonal violence; therefore, veterinarians may encounter both. Dealing with animal abuse cases is beneficial for advancing animal welfare and the overall public health. Veterinarians play an important professional role in identifying and responding to this relationship. This is the first study in Taiwan to investigate the current situation of animal abuse from the perspective of veterinarians. Our results established that the incidence of suspected physical animal abuse encountered by veterinarians in Taiwan was 0.16 cases per 100 patients, and 63.9% of our respondents had seen suspected of animal physical abuse in the past five years. Approximately 10% of animal abuse cases were likely concurrent with human abuse. Most respondents (about 80%) agreed that animal abuse and human abuse frequently co-occur. However, it did not affect their willingness to assist or report abuse. In total, 88.7% of respondents supported mandatory reporting of animal abuse. The results of this study underscore the urgent advancement of education and the importance of the crucial veterinary role in both animal and interpersonal abuse cases.There is a strong association between animal abuse and interpersonal violence; therefore, veterinarians may encounter both. Dealing with animal abuse cases is beneficial for advancing animal welfare and the overall public health. Veterinarians play an important role in identifying and responding to this relationship. This study estimated the incidence of animal abuse encountered by veterinarians, examined veterinarians’ awareness of the relationship between animal abuse and human abuse, examined veterinarians’ attitudes towards how they deal with abuse cases, and related demographic characteristics to their attitudes of intervention and the frequency of encountering abuse cases. An anonymous self-administered questionnaire was designed and distributed through social media. Our results show that respondents’ motivation to interfere for animal abuse cases was positively related to their moral or legal responsibility, willingness to assist, and agreement of mandatory reporting. Our results indicated that respondents who believed they had been provided with adequate training were more willing to deal with animal abuse, more capable of distinguishing abuse cases, and did not believe that dealing with abuse cases was beyond their ability. However, more than 60% of our respondents self-evaluated that the animal cruelty awareness training courses were insufficient. Hence, in addition to the traditional role of veterinarians, identifying and responding to animal cruelty should be enhanced through education.

Effect of gamified perceptual learning on visual detection and discrimination skills in equine gait assessment.

Visual assessment of equine lameness is an everyday veterinary task suffering from poor diagnostic accuracy. The aim of this study was to quantify the impact of the perceptual learning game 'LamenessTrainer' on skill development. Thirty-six undergraduate veterinary students engaged in four game modules teaching the assessment of fore- and hindlimb lameness. Computer animations of horses in this game displayed 0% (sound) to 70% (moderately lame) vertical movement asymmetry of head and pelvis. Performance, learning effects, diagnostic accuracy, detection thresholds and survey responses were analysed. Following staircase learning, more than 80% of students reliably classified horses with ≥20% asymmetry for forelimb lameness, ≥40% asymmetry for simplified hindlimb lameness and ≥50% asymmetry for realistic hindlimb lameness. During random presentation, on average 82% of sound and 65% of lame horses were assessed correctly during forelimb lameness evaluation, dropping to 39% of sound and 56% of lame horses for hindlimb lameness. In less than two hours, systematic perceptual learning through deliberate practice can develop visual assessment skills to an accuracy level comparable to expert assessors scoring the same animations. Skills should be developed further to improve misclassifications of sound and mildly lame horses, especially for hindlimb lameness evaluation.

Unravelling the Central Dogma of Biology in an active way: a case study

ABSTRACT In this paper, we describe a dynamic-model as a strategy to teach DNA transcription and translation in an active way. This activity aims to provide learning beyond memorisation through the simulation of molecular processes, stimulating the elaboration of questions and hypotheses by students. The dynamic consists of four steps, starting with different problem situations which provide a context and encouragement to start the activity. The next steps connect these problems with DNA transcription and translation, requiring the active participation of students to simulate these processes through a construction of a model based on an iron board and representations of cellular structures, enzymes and genetic sequences fixed in magnets. An implementation experience of this dynamic, applied to 21 undergraduate veterinary students at a public university in the city of Curitiba, Paraná State, Brazil, is also described. Data from pre and post-questionnaires suggest knowledge about DNA transcription and translation was improved and some previous mistakes were clarified. Among the positive aspects that were cited by the students, the words visualisation and playful were more frequent, which reflect the didactic aspects of the dynamic. Some points of attention are discussed throughout the paper, as well as educational implications associated with the material and its potential to promote active learning.

Teaching the basics of the One Health concept to undergraduate veterinary students

The increasingly acknowledged “One Word, One Health” (OH) concept studies the collaborative multi-disciplinary approaches for the assessment of human and animal health and the environment.This study provides information about a module of activities created to teach the OH concept to undergraduate veterinary students. The module consisted of three different activities: theoretical classes, teamwork for the preparation of different concepts and practical examples related to OH, and public presentations of the students of these practical cases. This module was evaluated by two questionnaires' consisting of online surveys, which were filled in before (questionnaire 1, Q1) and after (questionnaire 2, Q2) the module about OH.Before the course, 80% of students recognized to have a poor or very poor knowledge about OH, and a 71% failed to include the three main items of the OH concept (humans, animals and environment) in their answers. After the course, the general knowledge about OH was improved and most students evaluated the course positively, although the lack of time and the high number of students per group were pointed out as the main drawbacks.In conclusion, the module of activities described in this report contributed to the increase of OH knowledge by veterinary students and could be a resource for future advances to improve the teaching of the OH concept in the curricula at University level in Veterinary and other Degrees related with OH.

Incorporation of Equine Learning Theory into the Undergraduate Curriculum

Working as an equine veterinarian carries a high risk of occupational injury, with the behavior of the horse frequently reported as a cause for these injuries. Risk of injury is one reason cited by undergraduate veterinary students that would prevent them from entering large animal practice, and newly graduated veterinarians have been shown to be at increased risk of sustaining an occupational injury compared with more experienced colleagues. A cohort of pre-final-year undergraduate veterinary students were given a 45-minute lecture on learning theory and its application in equine practice, completing a questionnaire before (pre) and after (immediately [post] and several weeks [delayed post]) to investigate whether receiving a single lecture alters undergraduate veterinary students' perception of dealing with difficult horses in equine practice. The undergraduate veterinary students' attitudes to the behavior scenarios altered from the pre-questionnaire to the post- and delayed post-questionnaires. They were less likely to choose more traditional methods of restraining or controlling the horse (such as a twitch) and more likely to choose an option based on learning theory after the lecture. They also reported that if they had to deal with one of these scenarios in practice following the lecture, they would feel more confident, more likely to succeed in completing the intervention, and less likely to be injured. This study suggests that an educational intervention can help change the attitudes and confidence of undergraduate students when working with difficult horses.

Exploring Students' Perceptions of the Educational Environment in a Caribbean Veterinary School: A Cross-Sectional Study.

Educational environment has a significant impact on students' learning and academic achievement. The aim of this article was to explore the perception of veterinary school students' regarding their educational environment at the University of the West Indies. In this cross-sectional study, the Dundee Ready Education Environment Measure (DREEM) was administered to veterinary undergraduate students from year 2 to year 5. The DREEM questionnaire consists of 50 items with five subscales: students' perceptions of learning, students' perceptions of teachers, students' academic self-perceptions, students' perceptions of atmosphere, and students' social self-perceptions. Each item was scored on a 5-point Likert scale ranging from strongly disagree (0) to strongly agree (4). The Cronbach's alpha for the overall DREEM score was 0.92, and for the five subscales, it ranged from 0.66 to 0.83. A total of 99 students responded (response rate: 86%). The students' overall DREEM mean score was 106.59 out of the global mean score of 200, indicating that students' perception of the educational environment was generally more positive than negative. In the five DREEM subscales, students were found to have a more positive perception of learning (55.15%); students' perception of teachers was generally positive (61.41%); and their perception of academic atmosphere was also positive (57.75%). Conversely, students' academic self-perception (51.41%) and social self-perception (42.61%) trended negatively. The findings suggest that improvement is needed in significant areas in the veterinary school, including curriculum review, faculty development, provision of sports and cultural facilities, stress management, and academic support systems.

Capacitação em Ciência de Animais de Laboratório

A Ciência de Animais de Laboratório envolve uma abordagem multidisciplinar com conhecimento do modelo animal e suas necessidades etológicas espécie-específicas, refinamento de experimentos que melhoram o bem-estar animal com reconhecimento e tratamento da dor, anestesia e eutanásia, bem como delineamento experimental e análise estatística dos resultados experimentais. Para atender à essas necessidades, pessoas que realizam, participam, supervisionam procedimentos experimentais em animais, ou cuidam de animais de laboratório, devem receber treinamento, com programas voltados à implementação dos 3Rs e promoção do bem-estar dos animais de laboratório, garantindo assim a qualidade e reprodutibilidade de experimentos com benefícios éticos, científicos e econômicos. Nos países da Europa e nos Estados Unidos, e requerido mais recentemente pelo Conselho Nacional de Controle de Experimentação Animal (CONCEA) no Brasil, um veterinário com experiência em medicina de animais de laboratório precisa fazer parte da equipe do Biotério. Este veterinário tem um papel fundamental na orientação de profissionais e pesquisadores em questões relacionadas ao bem- -estar e cuidado com animais. Diante desta recomendação, fica clara a importância da formação de graduação e de médicos-veterinários para atuar na área de Animais de Laboratório, e poder desempenhar seu papel nos biotérios visando melhorar o cuidado e apoiar estudos experimentais que envolvem esses animais.

Use of Physical Self-Experience forTeaching Lameness Evaluation: Short-Term Effects on Lameness Evaluation ofHorses with Mild Forelimb Lameness by Novice Veterinary Students.

Lameness evaluation (LE) is an important veterinary skill, but it can be a challenging task to teach. Acoustic and visual input in conjunction with acting are the three major learning channels for acquiring new information. Acting (e.g., physical self-experience) has not been reported as a didactic tool for LE; therefore, we investigated two physical self-experience techniques, imitation of lameness during LE instruction and head nod during LE. Undergraduate veterinary students (N = 78) who had not yet received any instructions for LE underwent standard instruction for LE, followed by instructions to head nod, instructions to imitate lameness, or neither. Students' subjective LE skills were then tested against those of senior clinicians on two horses that were either sound or mildly forelimb lame. In more than 80%, there was agreement on the presence or absence of lameness independent of instruction, and we found no significant evaluation differences between didactic strategies. Specific instructions for head nodding did not significantly influence the quality of LE, possibly because head nodding was widespread even when no specific instructions had been given. Veterinary students who had been taught to imitate lameness without instructions to head nod were consistently closest to the assessment of the senior clinicians, and in walk these students were significantly better at LE than students additionally instructed to head nod. This finding indicates that imitation of lameness, but not necessarily head nodding, may be beneficial for understanding body movement such as mild equine forelimb lameness.

Teaching best practice in hand hygiene: student use and performance with a gamified gesture recognition system

The use of an automated gesture recognition system to teach the commonly adopted, seven-stage hand hygiene technique to veterinary undergraduate students was evaluated. The system features moderate gamification, intended to...

Food Safety Knowledge, Attitude, and Hygiene Practices among Veterinary Medicine Students in Shiraz University, Iran

Background: Global occurrence of foodborne illnesses is of public health importance in both developed and developing countries. This study aimed to assess the food safety knowledge, attitude, and hygiene practices (KAP) among veterinary medicine students in Shiraz University. Methods: This cross-sectional study was conducted from April to June 2017 using structured questionnaires on food safety KAP. Data were collected from 210 undergraduate veterinary medicine students from the Shiraz University, Iran. Data analysis was conducted using descriptive statistics, t-test, and ANOVA at the significant level of 0.05 by SPSS version 24. Results: The mean scores of KAP of students were 12.05 ± 1.46, 58.67 ± 15.09, and 49.32 ± 18.19, respectively. Results revealed that various age categories and years of education were significantly different from the mean score of knowledge. Conclusion: Regarding the food safety, the levels of knowledge, attitudes, and practice of students were moderate. So, it is necessary to raise the knowledge, change the attitudes, and promote the food safety practices of students.