The Use of Adaptive Learning Technology to Enhance Learning in Clinical Veterinary Dermatology

Imposter Syndrome in Veterinary Education? How Knowledge and Confidence Affect Treatment of Canine Atopic Dermatitis

Anecdotal data suggest that clinicians can be confused about the indications, advantages, and disadvantages of treatment options for canine atopic dermatitis (CAD). This may be due to the varying levels of knowledge and confidence among clinicians at different stages of their training and careers. A lack of evidence-based studies of confidence when applying knowledge in veterinary education inspired this research. We surveyed 75 Royal (Dick) School of Veterinary Studies (R(D)SVS) final-year students, 34 general practitioners (GPs), 70 GPs that have undertaken continuing professional development in dermatology, 34 advanced dermatology practitioners (e.g., interns and residents), and 15 dermatology specialists using an online questionnaire with Likert-type scales for each response. Correlations between the levels of education, sources of knowledge about managing CAD, and their understanding of different treatment options were analyzed. p < .001 was deemed significant. The results revealed a significant lack of confidence among students and GPs in treating CAD. In contrast, the groups generally had a similar level of understanding of the management options. The exception to this was a lack of understanding about ciclosporin and antihistamines among students and veterinarians with less dermatology experience. Targets for intervention should therefore aim to improve confidence in clinical application rather than knowledge per se in undergraduate and post-graduate education. Improving confidence in managing CAD will improve the welfare of atopic dogs and their owners.

Personalized adaptive learning in higher education: A scoping review of key characteristics and impact on academic performance and engagement

Introduction

Higher education institutions face persistent challenges of student retention and academic progress. Personalized adaptive learning has the potential to address these issues as it leverages educational technology to tailor learning pathways according to individual student needs.

Objective

To elucidate the key characteristics of personalized adaptive learning in higher education and its impact on academic performance and engagement.

Methods

The Joanna Briggs Institute scoping review methodology was followed. Key international databases were searched to retrieve articles. The titles and abstracts of selected studies were imported into Covidence. Peer-reviewed journal articles, theses, and dissertations focusing on undergraduate students engaged in personalized adaptive learning, published between 2012 and 2024 were included. Data was extracted and charted in Covidence. Results were summarised through a narrative synthesis and visually presented in a PRISMA-ScR flow diagram.

Results

This review included 69 eligible studies. The findings reveal insights into the multifaceted nature of personalized adaptive learning, which include platforms, implementation strategies, perceived strengths and limitations by instructors and students. Pre-knowledge quizzes were reported as the most common indicator for activating adaptive content delivery, and McGraw-Hill's Connect LearnSmart and Moodle were the most utilized adaptive platforms. Improved academic performance was reported by 41 of the studies (n = 41, 59 %), and 25 studies (n = 25, 36 %) indicated increased student engagement.

Conclusion

This study highlights the potential of personalized adaptive learning to positively impact academic performance, student engagement and learning, despite technological limitations. Further research is encouraged to address technological challenges, build on strengths and refine implementation and application of personalized adaptive learning in higher education.

Development of an Online Distance Learning Platform Combining Anatomy, Imaging, and Surgical Practice to Support Mastery Learning of the Equine Locomotor Apparatus

There are many challenges in teaching veterinary anatomy, such as available classroom time, costs, and difficulties accessing animal cadavers, mainly due to animal welfare concerns. Furthermore, veterinary surgeons and radiologists complain that recent graduates lack anatomical knowledge. On the other hand, the current limitations of face-to-face teaching due to the COVID-19 pandemic suggest that the development of online distance education tools is necessary, mainly in specialties that lack this type of material. Teaching platforms promoting the integration of anatomy with other applied disciplines such as imaging and surgery in the horse were not found in the consulted literature. Therefore, this work aimed to develop an online distance education platform for studying the surgical anatomy of a horse's locomotor apparatus as a complementary tool for training students enrolled in undergraduate courses in veterinary surgery. The locomotor apparatus was chosen as the focus as it is the most commonly found in equine surgeries. Anatomical pieces referring to the locomotor apparatus were prepared. These were complemented with material related to diagnostic imaging, surgery videos, theoretical explanations, and an interactive radiological anatomy tool. Finally, all the material was uploaded to a virtual platform accessible via the Internet. The platform is expected to be a tool that helps students in surgical training and prepares them with a better understanding of anatomy and its application in surgery.

Case-based intensive veterinary radiology clerkship improves students' radiographic interpretation skills and overall course satisfaction scores

The variability in diagnostic imaging caseload, increasing class sizes, high hospital workloads, and the progressive departure of veterinary radiologists from academia can lead to inconsistent and reduced teaching opportunities. This one group pretest, posttest study aimed to compare the learning outcomes of students enrolled in two veterinary radiology clerkship models. Our hypothesis was that the learning and satisfaction scores of students in a case-based veterinary radiology clerkship would be higher than those in a clinical veterinary radiology clerkship. During the spring and summer semesters of 2019, students were assigned to a clinical (CRC) or case-based (CBRC) radiology clerkship model, respectively. Prior to starting the clerkship and at the conclusion thereof, all students took identical radiographic interpretation quizzes. Four major areas of learning were assessed: knowledge base (KB), diagnostic test interpretation (DTI), problem prioritization and differential diagnosis (PPDDX), and critical thinking (CrT). A total of 41 of 48 (CRC) and 130 of 151 (CBRC) students enrolled in this study; 15 and 34, respectively, were off-shore students, while the remainder were in-house students. In-house students improved their scores with CRC and CBRC, but achieved better scores in the four areas with CBRC. Off-shore students only improved their scores with CBRC. In both groups, there was a negative effect of CRC on DTI. Course satisfaction score was 3.21 on CRC and 4.38 on CBRC (range 1-5). An intensive, case-based, discussion-focused veterinary radiology clerkship can improve students' radiographic interpretation skills and overall course satisfaction scores.