1
|
Routh J, Paramasivam SJ, Cockcroft P, Wood S, Remnant J, Westermann C, Reid A, Pawson P, Warman S, Nadarajah VD, Jeevaratnam K. Clinical supervisors' and students' perspectives on preparedness for veterinary workplace clinical training: An international study. Vet Rec 2023; 193:e3504. [PMID: 37955283 DOI: 10.1002/vetr.3504] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2023] [Revised: 09/08/2023] [Accepted: 09/15/2023] [Indexed: 11/14/2023]
Abstract
BACKGROUND The alignment of student and workplace supervisors' perspectives on student preparedness for veterinary workplace clinical training (WCT) is unknown, yet misalignment could negatively impact workplace learning. The aim of this study was to quantify the relative importance of WCT preparedness characteristics according to students and supervisors and to identify differences. METHODS A survey was completed by 657 veterinary students and 244 clinical supervisors from 25 veterinary schools, from which rankings of the preparedness characteristics were derived. Significant rank differences were assessed using confidence intervals and permutation tests. RESULTS 'Honesty, integrity and dependability' was the most important characteristic according to both groups. The three characteristics with the largest rank differences were: students' awareness of their own and others' mental wellbeing and the importance of self-care; being willing to try new practical skills with support (students ranked both of these higher); and having a clinical reasoning framework for common problems (supervisors ranked higher). LIMITATIONS Using pooled data from many schools means that the results are not necessarily representative of the perspectives at any one institution. CONCLUSION There are both similarities and differences in the perspectives of students and supervisors regarding which characteristics are more important for WCT. This provides insights that can be used by educators, curriculum developers and admissions tutors to improve student preparedness for workplace learning.
Collapse
Affiliation(s)
- Jennifer Routh
- School of Veterinary Medicine, University of Surrey, Guildford, UK
| | | | - Peter Cockcroft
- School of Veterinary Medicine, University of Surrey, Guildford, UK
| | - Sarah Wood
- Bristol Veterinary School, University of Bristol, Bristol, UK
| | - John Remnant
- School of Veterinary Medicine and Science, University of Nottingham, Sutton Bonington, UK
| | - Cornélie Westermann
- Faculty of Veterinary Medicine, Utrecht University, Utrecht, The Netherlands
| | - Alison Reid
- School of Veterinary Science, University of Liverpool, Liverpool, UK
| | - Patricia Pawson
- School of Biodiversity, One Health and Veterinary Medicine, College of Medical, Veterinary and Life Sciences, University of Glasgow, Glasgow, UK
| | - Sheena Warman
- Bristol Veterinary School, University of Bristol, Bristol, UK
| | - Vishna Devi Nadarajah
- Division of Human Biology, School of Medicine and IMU Centre for Education, International Medical University, Kuala Lumpur, Malaysia
| | | |
Collapse
|
2
|
Garcia-Ara A, Sandoval-Barron E, Seguino A. Survey of students' learning experience using a virtual slaughterhouse simulator in three UK veterinary schools during the COVID-19 pandemic. Vet Rec 2023; 193:e3307. [PMID: 37621129 DOI: 10.1002/vetr.3307] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2023] [Revised: 07/05/2023] [Accepted: 07/13/2023] [Indexed: 08/26/2023]
Abstract
BACKGROUND Although visiting an abattoir is mandatory for all UK veterinary students, this was challenging during the COVID-19 pandemic and virtual simulators were temporarily approved by the Royal College of Veterinary Surgeons. Subsequently, the virtual slaughterhouse simulator (VSS) was used by the University of Nottingham School of Veterinary Medicine and Science, the University of Liverpool School of Veterinary Science and the Royal (Dick) School of Veterinary Studies in Edinburgh. This study aimed to evaluate the student learning experience using the VSS. METHODS An online survey containing satisfaction and assessment questions was distributed to all final-year students who used the VSS from September 2020 to August 2021. RESULTS A total of 207 students completed the survey (n = 207/488, 42%). Students were mostly highly satisfied and found the VSS very useful for their learning (n = 164/207,79%); however, anxiety levels to visit a real abattoir lowered for less than half of the students (n = 97/207, 46%). Most students obtained an overall mark over 50% in the assessment questions (n = 197/207, 95%). LIMITATIONS Although the findings were very positive, extrapolation to other veterinary schools and postgraduate curricula should be done cautiously. CONCLUSION The VSS is a valid tool for training veterinary students. However, more research is advised to compare virtual and real experiences and assess students' long-term performance.
Collapse
Affiliation(s)
- Amelia Garcia-Ara
- School of Veterinary Medicine and Science, University of Nottingham, Sutton Bonington, UK
| | - Elsa Sandoval-Barron
- School of Veterinary Medicine and Science, University of Nottingham, Sutton Bonington, UK
| | - Alessandro Seguino
- The Royal (Dick) School of Veterinary Studies, University of Edinburgh, Midlothian, UK
| |
Collapse
|
3
|
Soltero E, Villalobos CD, Englar RE, Graham Brett T. Evaluating Communication Training at AVMA COE-Accredited Institutions and the Need to Consider Diversity within Simulated Client Pools. JOURNAL OF VETERINARY MEDICAL EDUCATION 2023; 50:192-204. [PMID: 35312469 DOI: 10.3138/jvme-2021-0146] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
The push for competency-based veterinary medical education by accrediting bodies has led to the inclusion of non-technical skills within curricula. Communication, self-awareness, and cultural humility are considered essential for post-graduate success. To facilitate skills development, veterinary educators have incorporated a variety of modalities including lecture, group discussions, virtual and peer-assisted learning, role play, video review of consultations, and simulated clients (SCs). The overarching goal is developing students into self-reflective practitioners through exposure to clinical scenarios that enhance and embody diversity. Decision making about case management is subject to stereotypes, bias, and assumptions. Racial and ethnic disparities reported in health care can adversely impact patient outcomes. This study was conducted to evaluate communication training and diversity among SC pools within veterinary colleges. A questionnaire was electronically disseminated to assistant/associate deans and/or directors of curriculum/education at 54 American Veterinary Medical Association Council on Education-accredited or provisionally accredited colleges of veterinary medicine. Twenty-one institutions are represented within the data set. Participating institutions summarized their communication curricula: 18 (85.71%) used SCs. Over 55% of these did not track SC demographic data or social identities; among institutions that did track, SCs were primarily monolingual English-speaking (77%), non-disabled (94.2%), white (90.4%), non-Hispanic/Latinx (98.6%) women (57%) over age 56 (64%). Sixteen institutions agreed with the statement "I do not feel that our SC pool is adequately diverse." Respondents shared that lack of time and capacity for recruitment were barriers to diversifying SC pools and proposed strategies to improve outreach.
Collapse
Affiliation(s)
- Elizabeth Soltero
- University of Arizona College of Veterinary Medicine, 1580 E Hanley Blvd., Oro Valley, AZ 85737 USA
| | - César D Villalobos
- Office of Diversity and Inclusion, University of Arizona College of Veterinary Medicine, 1580 E Hanley Blvd., Oro Valley, AZ 85737 USA
| | - Ryane E Englar
- Associate Professor of Practice, University of Arizona College of Veterinary Medicine, 1580 E Hanley Blvd., Oro Valley, AZ 85737 USA
| | - Teresa Graham Brett
- Diversity, and Inclusion, and Assistant Professor of Veterinary Medicine, University of Arizona College of Veterinary Medicine, 1580 E Hanley Blvd., Oro Valley, AZ 85737 USA
| |
Collapse
|
4
|
Limper CB, Hinckley-Boltax AL, Cazer CL. Brief Research Report: Veterinary Student Perspective on COVID-19 and Veterinary Medicine. Front Vet Sci 2021; 8:723890. [PMID: 34722697 PMCID: PMC8551393 DOI: 10.3389/fvets.2021.723890] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/11/2021] [Accepted: 09/21/2021] [Indexed: 11/25/2022] Open
Abstract
COVID-19 has had significant effects on the field of veterinary medicine. Adaptation to pandemic-related and post-pandemic challenges requires engagement from all levels of the professional pipeline, including veterinary college students. Insights gained from this group may inform curriculum design, help the veterinary profession innovate, maximize opportunities for positive change, and avoid negative outcomes. The current study aimed to understand the potential impacts of the COVID-19 pandemic on veterinary medicine, as foreseen by second-year veterinary students in an online discussion during a public health course in the spring of 2020. Twenty-one percent of the 113 students agreed to participate in this qualitative research study. We used an inductive coding process and distilled the student responses into descriptive themes to capture diverse perspectives and understand possible post-pandemic pathways for the veterinary profession. Four themes emerged from the student discussion posts, describing how veterinarians might be affected by the COVID-19 pandemic: (1) economic and social impacts, (2) adapting to challenges, (3) collaborations to improve public health, and (4) disparities and diversity. These themes are a starting point for discussion and innovation as veterinarians plan for the post-pandemic world; further investigation will provide additional guidance for veterinary leaders.
Collapse
Affiliation(s)
- Candice B. Limper
- Department of Microbiology and Immunology, Cornell University College of Veterinary Medicine, Ithaca, NY, United States
| | - Ariana L. Hinckley-Boltax
- Department of Comparative Pathobiology, Cummings School of Veterinary Medicine at Tufts University, Grafton, MA, United States
| | - Casey L. Cazer
- Department of Population Medicine and Diagnostic Sciences, Cornell University College of Veterinary Medicine, Ithaca, NY, United States
| |
Collapse
|
5
|
Routh J, Paramasivam SJ, Cockcroft P, Nadarajah VD, Jeevaratnam K. Veterinary Education during Covid-19 and Beyond-Challenges and Mitigating Approaches. Animals (Basel) 2021; 11:1818. [PMID: 34207202 PMCID: PMC8234198 DOI: 10.3390/ani11061818] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/10/2021] [Revised: 06/08/2021] [Accepted: 06/16/2021] [Indexed: 01/10/2023] Open
Abstract
The public health implications of the Covid-19 pandemic have caused unprecedented and unexpected challenges for veterinary schools worldwide. They are grappling with a wide range of issues to ensure that students can be trained and assessed appropriately, despite the international, national, and local restrictions placed on them. Moving the delivery of knowledge content largely online will have had a positive and/or negative impact on veterinary student learning gain which is yet to be clarified. Workplace learning is particularly problematic in the current climate, which is concerning for graduates who need to develop, and then demonstrate, practical core competences. Means to optimise the learning outcomes in a hybrid model of curriculum delivery are suggested. Specific approaches could include the use of video, group discussion, simulation and role play, peer to peer and interprofessional education.
Collapse
Affiliation(s)
- Jennifer Routh
- School of Veterinary Medicine, University of Surrey, Vet School Main Building, Daphne Jackson Road, Guildford GU2 7AL, UK; (S.J.P.); (P.C.); (K.J.)
| | - Sharmini Julita Paramasivam
- School of Veterinary Medicine, University of Surrey, Vet School Main Building, Daphne Jackson Road, Guildford GU2 7AL, UK; (S.J.P.); (P.C.); (K.J.)
| | - Peter Cockcroft
- School of Veterinary Medicine, University of Surrey, Vet School Main Building, Daphne Jackson Road, Guildford GU2 7AL, UK; (S.J.P.); (P.C.); (K.J.)
| | - Vishna Devi Nadarajah
- Division of Human Biology, School of Medicine and IMU Centre for Education, International Medical University, No.126, Jalan Jalil Perkasa 19, Bukit Jalil, Kuala Lumpur 57000, Malaysia;
| | - Kamalan Jeevaratnam
- School of Veterinary Medicine, University of Surrey, Vet School Main Building, Daphne Jackson Road, Guildford GU2 7AL, UK; (S.J.P.); (P.C.); (K.J.)
| |
Collapse
|
6
|
Vinten C. Making the transition to practice: building competence, confidence and trust. Vet Rec 2020; 186:213-215. [PMID: 32086415 DOI: 10.1136/vr.m576] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Affiliation(s)
- Claire Vinten
- Lifelong Independent Veterinary Education, Royal Veterinary College, Hatfield, UK
| |
Collapse
|