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Stanley D, Booth F, Dickson J. Wings of Knowledge: Navigating Learner Confidence and Cognitive Load in Avian Radiography with a Low Fidelity Model. JOURNAL OF VETERINARY MEDICAL EDUCATION 2025; 52:153-161. [PMID: 39504217 DOI: 10.3138/jvme-2023-0028] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/08/2024]
Abstract
In veterinary first opinion practice, radiography is an important diagnostic tool for avian patients. Teaching of such diagnostic skills to learners is usually conducted using teaching models in clinical skills laboratories. The aim of this work is to evaluate the impact of using a teaching model for avian radiography positioning by measuring the learner's cognitive load, confidence, satisfaction, and assessing learning by Objective Structured Clinical Examination (OSCE) assessment. An avian radiography positioning model was created and evaluated with pre- and post-Likert questions on confidence, a pre and post 9-point cognitive load scale, an OSCE assessment (max score = 20), and post Likert questions on satisfaction. Thirty-two undergraduate veterinary medicine and veterinary nursing students participated in the study. The results showed the cognitive load of participants was high and did not change with the use of a physical model (p = .882). Participants exhibited increased confidence in avian radiography positioning (pre: M = 2, post: M = 4, p < .001) and expressed high overall satisfaction with the model ([Formula: see text] = 4.6, no negative or neutral Likert responses). The OSCE results demonstrated a higher pass rate mean (82%) for the positioning tasks compared to the collimation and centering tasks (53%). Overall, the model was well received by learners with increased confidence and a satisfactory learning experience in a clinical skill for exotic species. These findings suggest the avian radiography positioning model is an effective model to train students to position avian patients for radiography.
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Affiliation(s)
- Daniel Stanley
- Graduate Veterinary Nurse, Langford Small Animal Referral Hospital, Langford, Bristol, BS40 5DU, UK
| | - Francesca Booth
- Bristol Veterinary School, Faculty of Health Sciences, University of Bristol, Langford House, Langford, Bristol, BS40 5DU, UK
| | - Julie Dickson
- Bristol Veterinary School, Faculty of Health Sciences, University of Bristol, Langford House, Langford, Bristol, BS40 5DU, UK
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Abildgaard M, Kron M, Carlund T, Enlund KB. Attitudes, Experience, and Self-Confidence of Veterinary and Veterinary Nursing Students in Small Animal Dentistry: A Survey Study. JOURNAL OF VETERINARY MEDICAL EDUCATION 2024:e20230183. [PMID: 39504221 DOI: 10.3138/jvme-2023-0183] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/08/2024]
Abstract
Dental issues are extremely common in dogs and cats, underscoring the importance of veterinary professionals' knowledge in dentistry. Nevertheless, dental problems are currently often underdiagnosed and, consequently, undertreated. This study investigated the attitudes, experiences, and self-confidence of veterinary (V) and veterinary nursing (VN) students in their final two years of study in small animal dentistry. An online questionnaire was distributed, and responses were received from 61% of V students (n = 94) and 41% of VN students (n = 72). The majority of both V students (61%) and VN students (69%) expressed a desire for more education in small animal dentistry. Furthermore, a minority of V students (20%) and VN students (22%) felt adequately prepared for their first day in practice after graduation. Less than half of the students (V 44% and VN 38%) had participated in a practical dental procedure outside training sessions. Self-confidence in small animal dentistry procedures was rated on a 0-10 scale. V students exhibited the highest confidence in teeth polishing (6.1) and removing tartar with ultrasonic scalers (6.0), while VN students were most confident in recognizing common oral/dental problems (6.0) and discussing dental issues with pet owners (5.3). Extra practical training significantly increased confidence in several dental procedures (p < .005). Despite positive attitudes, a notable proportion of V and VN students feel unprepared for their first day in practice, potentially stemming from insufficient training. Addressing these gaps through clear guidelines for Day One Competence and enhanced practical training is crucial, ultimately benefiting the well-being of small animals.
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Affiliation(s)
- Mikkel Abildgaard
- Department of Clinical Sciences, Swedish University of Agricultural Sciences, Uppsala, Sweden
| | - Maja Kron
- Department of Clinical Sciences, Swedish University of Agricultural Sciences, Uppsala, Sweden
| | - Tilda Carlund
- Department of Clinical Sciences, Swedish University of Agricultural Sciences, Uppsala, Sweden
| | - Karolina Brunius Enlund
- Department of Clinical Sciences, Swedish University of Agricultural Sciences, Uppsala, Sweden
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3
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Alvitez-Temoche D, del Aguila E, Galarza-Valencia D, Calderón I, Espinoza-Carhuancho F, Pacheco-Mendoza J, Mayta-Tovalino F. Current trends and spatial-temporal dynamics of veterinary dentistry research: A scientometric study. Vet World 2024; 17:666-671. [PMID: 38680158 PMCID: PMC11045536 DOI: 10.14202/vetworld.2024.666-671] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/09/2024] [Accepted: 02/20/2024] [Indexed: 05/01/2024] Open
Abstract
Background and Aim Understanding dental care in dogs has made remarkable progress in veterinary medicine. Therefore, this study aimed to analyze the academic literature published in veterinary dentistry from 1990 to 2023. Materials and Methods A descriptive study was conducted using a scientometric approach and metadata from the Web of Science database. A search strategy adapted for this database was developed using MeSH and Emtree terms and the Boolean operators AND and OR. Using Bibliometrix, different metrics were evaluated to assess the scientific production of researchers and institutions and the impact of authors based on their publications. CiteSpace was also used for co-citation analysis and visualization of citation networks, trends, and patterns in this field of study over time. Results The bibliometric study analyzed 211 documents from 50 different sources from 1990 to 2023, with an annual growth rate of 6.5%, covering the period 1990-2023. A total of 474 authors were identified, with an average of 2.82 coauthors per paper and 11.85% international coauthorships. The average age of the papers was 12.4 years and 4.55 citations per paper. The most common types of documents were articles (154 documents). Conclusion Research in veterinary dentistry has shown steady growth from 1990 to 2023. Although there have been fluctuations in article production over the years, there has been a steady growth in article production in veterinary dentistry in general. The annual average number of citations per article has varied over the years, reaching 45 in 2015. However, the average number of citations per article has decreased significantly from 2021 to 2023.
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Affiliation(s)
- Daniel Alvitez-Temoche
- Unidad de Investigación, Innovación y Emprendimiento, Faculty of Dentistry, Universidad Nacional Federico Villarreal, Lima 00051, Peru
| | - Elca del Aguila
- Unidad de Investigación, Innovación y Emprendimiento, Faculty of Dentistry, Universidad Nacional Federico Villarreal, Lima 00051, Peru
| | - Diego Galarza-Valencia
- Unidad de Investigación, Innovación y Emprendimiento, Faculty of Dentistry, Universidad Nacional Federico Villarreal, Lima 00051, Peru
| | - Iván Calderón
- Department of Academic, Faculty of Dentistry, Universidad Nacional Mayor de San Marcos, Lima 00051, Peru
| | - Fran Espinoza-Carhuancho
- Grupo de Bibliometría, Evaluación de evidencia y Revisiones Sistemáticas (BEERS), Human Medicine Career, Universidad Cientifica del Sur, Lima 00051, Peru
| | - Josmel Pacheco-Mendoza
- Grupo de Bibliometría, Evaluación de evidencia y Revisiones Sistemáticas (BEERS), Human Medicine Career, Universidad Cientifica del Sur, Lima 00051, Peru
| | - Frank Mayta-Tovalino
- Vicerrectorado de Investigación, Universidad San Ignacio de Loyola, Lima 00051, Peru
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Dronfield AF, Killick RS, Warman SM, Benato L, Rooney NJ. Comparing the Efficacy of a New Clinical Skills Model with a Traditional Method to Teach Tube Feeding of an Avian Patient. JOURNAL OF VETERINARY MEDICAL EDUCATION 2023; 50:732-742. [PMID: 36800516 DOI: 10.3138/jvme-2022-0033] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
Interactive clinical skills models have been demonstrated to be useful for teaching medical and veterinary clinical skills, yet to date, very few exist for teaching skills relevant to zoological companion animals and wildlife species including birds. This two-part study aimed to create, develop, and validate a model. Interviews and a survey were conducted using veterinary and wildlife professionals to select an avian clinical skill that is challenging and performed frequently. Tube/gavage feeding, or "crop tubing" satisfied both criteria; on average it was performed 71 times a year by surveyed respondents and was rated 3.4/9 for difficulty of teaching and 3.5/9 for difficulty of learning. Therefore, a new model of a bird, made from a soft toy, silicone, and 3D printed parts, was designed to train students to perform this technique. Forty-two participants were recruited and divided into two groups; one used the model the other watched an instructional video on crop tubing. The students completed a self-evaluated confidence questionnaire, before and after, using either resource. They then performed the technique on a dead bird and their proficiency at 10 different actions that comprised the technique was evaluated by two assessors. The model group performed significantly better than the video group on all evaluated actions (U ≤ 143.5, p ≤ .0031), and reported significantly higher confidence (U = 129.5, p = 0.018). In conclusion, the newly developed model in combination with an instruction booklet offers an effective and inexpensive alternative way to teach crop tubing in a teaching environment, without compromising animal welfare.
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Affiliation(s)
- Amy F Dronfield
- Alsager Vet Centre, The Point, Crewe Road, Alsager, Stoke-on-Trent, ST7 2GP UK
| | - Rowena S Killick
- International Zoo Veterinary Group, Station House, Parkwood Street, Keighley, W Yorkshire BD21 4NQ; Bristol Zoological Society, Bristol Zoo Gardens, Clifton, Bristol, BS8 3HA UK
| | - Sheena M Warman
- Bristol Veterinary School, University of Bristol, Langford, BS40 5DU UK
| | - Livia Benato
- EBVS Specialist in Small Mammal Medicine, Bristol Veterinary School, University of Bristol, Langford, BS40 5DU UK
| | - Nicola J Rooney
- Global Wildlife Health and Conservation, Bristol Veterinary School, University of Bristol, Langford, BS40 5DU UK
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Fairs J, Conan A, Yvorchuk-St. Jean K, Gingerich W, Abramo N, Stahl D, Walters C, Artemiou E. The Evaluation of a High-Fidelity Simulation Model and Video Instruction Used to Teach Canine Dental Skills to Pre-Clinical Veterinary Students. Vet Sci 2023; 10:526. [PMID: 37624313 PMCID: PMC10458249 DOI: 10.3390/vetsci10080526] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/23/2023] [Revised: 08/10/2023] [Accepted: 08/11/2023] [Indexed: 08/26/2023] Open
Abstract
In recent years, there has been an increased focus on the teaching of small-animal dentistry to veterinary students in order to address the recognized gap between dental skill training and the expectations of employers regarding the competencies of new graduates in this field. In this study, third-year veterinary students were trained in three canine dental core skills using either a high-fidelity model (Group A) or video instruction (Group B). An objective structured clinical examination was used to assess skill acquisition and questionnaires were distributed in order to assess student confidence and perceptions related to small-animal dentistry practice and related skills before and after the training. All results were compared between the two groups. Group A outperformed Group B in skill acquisition (p < 0.001) and there was greater improvement in skill confidence for Group A than Group B (p < 0.001). There was no statistical difference in perceptions related to small-animal dentistry between the two groups after the training (p ≥ 0.1). Group A rated their training experience more highly than Group B (p < 0.001). Although dental skill acquisition shows greater improvement when training is provided by models rather than video instruction, a blended approach to teaching dental skills is likely to be the best approach to optimizing dental skill acquisition.
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Affiliation(s)
- James Fairs
- Department of Clinical Sciences, Ross University School of Veterinary Medicine, Basseterre P.O. Box 334, Saint Kitts and Nevis; (K.Y.-S.J.); (N.A.); (D.S.); (C.W.)
| | - Anne Conan
- Centre for Applied One Health Research and Policy Advice, City University of Hong Kong, 31 To Yuen Street, Kowloon, Hong Kong SAR 999077, China;
| | - Kathleen Yvorchuk-St. Jean
- Department of Clinical Sciences, Ross University School of Veterinary Medicine, Basseterre P.O. Box 334, Saint Kitts and Nevis; (K.Y.-S.J.); (N.A.); (D.S.); (C.W.)
| | - Wade Gingerich
- Pet Dental Center, 9250 Corkscrew, STE 18, Estero, FL 33928, USA;
| | - Nicole Abramo
- Department of Clinical Sciences, Ross University School of Veterinary Medicine, Basseterre P.O. Box 334, Saint Kitts and Nevis; (K.Y.-S.J.); (N.A.); (D.S.); (C.W.)
| | - Diane Stahl
- Department of Clinical Sciences, Ross University School of Veterinary Medicine, Basseterre P.O. Box 334, Saint Kitts and Nevis; (K.Y.-S.J.); (N.A.); (D.S.); (C.W.)
| | - Carly Walters
- Department of Clinical Sciences, Ross University School of Veterinary Medicine, Basseterre P.O. Box 334, Saint Kitts and Nevis; (K.Y.-S.J.); (N.A.); (D.S.); (C.W.)
| | - Elpida Artemiou
- Texas Tech University School of Veterinary Medicine, 7671 Evans Dr., Amarillo, TX 79106, USA;
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Simons MC, Pulliam D, Hunt JA. The Impact of the COVID-19 Pandemic on Veterinary Clinical and Professional Skills Teaching Delivery and Assessment Format. JOURNAL OF VETERINARY MEDICAL EDUCATION 2023; 50:61-76. [PMID: 35038389 DOI: 10.3138/jvme-2021-0106] [Citation(s) in RCA: 2] [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 limitations posed by the COVID-19 pandemic have been particularly challenging for courses teaching clinical and professional skills. We sought to identify how the COVID-19 pandemic has impacted the delivery of veterinary clinical and professional skills courses, including modifications to teaching and assessment, and to establish educators' perceptions of the efficacy of selected delivery methods. A branching survey was deployed to 35 veterinary schools in North America in March and April 2021. The survey collected data about curriculum and assessment in spring 2020, fall 2020, and spring 2021. Educators at 16 veterinary schools completed the survey (response rate: 46%). Educators quickly adapted curriculum to meet the requirements of their institutions and governments. Early in the pandemic (spring 2020), curriculum was delayed, delivered remotely, or canceled. Assessment methods frequently included virtual objective structured clinical examinations (OSCEs) and video-recorded skills assessments. Later in the pandemic (fall 2020, spring 2021), in-person clinical skills sessions resumed at many schools, often in smaller groups. Professional skills instruction typically remained virtual, as benefits were noted. Assessment methods began to normalize with in-person OSCEs resuming with precautions, though some schools maintained virtual assessments. Educators noted some advantages to instructional methods used during COVID, including smaller group sizes, better prepared students, better use of in-person lab time, more focus on essential course components, provision of models for at-home practice, and additional educators' remote involvement. Following the pandemic, educators should consider retaining some of these changes while pursuing further advancements, including improving virtual platforms and relevant technologies.
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Affiliation(s)
- Micha C Simons
- Veterinary Medicine and Surgery, Center for Innovation in Veterinary Education and Technology, Lincoln Memorial University College of Veterinary Medicine, 6965 Cumberland Gap Parkway, Harrogate, TN 37752 USA
| | - Dustin Pulliam
- Professional Life Skills, Lincoln Memorial University College of Veterinary Medicine, 6965 Cumberland Gap Parkway, Harrogate, TN 37752 USA
| | - Julie A Hunt
- Clinical Sciences and Associate Professor of Veterinary Medicine, Lincoln Memorial University College of Veterinary Medicine, 6965 Cumberland Gap Parkway, Harrogate, TN 37752 USA
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7
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Kerr CL, Abdulghani M, Smith C, Khosa DK. Randomized Trial Comparing Instructor-Delivered Feedback with Self-Assessment Using Video during Basic Skills Training. JOURNAL OF VETERINARY MEDICAL EDUCATION 2022; 49:790-798. [PMID: 34807806 DOI: 10.3138/jvme-2021-0123] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Feedback has been shown to be one of the most powerful and effective influences on student achievement; however, the optimal method for providing feedback to trainees during veterinary skills training has yet to be determined. A prospective mixed-methods study was undertaken to evaluate student perceptions and performance outcomes with self-assessment using video- or instructor-delivered feedback during skills training using a model. Forty participants naïve to intravenous (IV) catheter placement were randomly assigned either to self-assessment using video or to instructor-directed feedback. A questionnaire probing participants' perceptions of their knowledge level and confidence in their skills was completed before and after the training, and an interview was done at study completion. Final skill performance was recorded using video capture to permit blind evaluations using a standard assessment tool. A quantitative evaluation of the performance and questionnaire scores, as well as a qualitative assessment of the interviews, was performed. Questionnaire scores were significantly higher in the post-study questionnaire for 12 of the 14 questions in both groups. Students assigned to the instructor-directed group had significantly higher scores than students in the self-directed group on the skill performance (p < .05). Self-reported confidence in knowledge and skill related to the IV catheterization technique improved with both self-directed feedback using video and instructor-directed feedback. Skill performance, however, was superior following instructor-directed feedback. Participants expressed positive experiences associated with use of the models for skills training, the value of the learning materials including the video, and guidance during learning.
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8
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Goldschmidt SL, Root Kustritz MV. Pilot Study Evaluating the Use of Typodonts (Dental Models) for Teaching Veterinary Dentistry as Part of the Core Veterinary Curriculum. JOURNAL OF VETERINARY MEDICAL EDUCATION 2022; 49:340-345. [PMID: 33970838 DOI: 10.3138/jvme-2020-0113] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Periodontal disease is one the most common disease pathologies in small animal medicine, yet new graduates report they feel unprepared to perform dentistry in general practice. Novel methodologies to close the knowledge gap in veterinary dentistry need to be identified. Typodonts (dental models) are commonly used in human dental schools to teach basic principles prior to practice on clinical patients and have been shown to be an effective teaching tool. The study aimed to determine if independent study and self-guided practice on a veterinary typodont prior to a structured, in-person cadaver laboratory with feedback increases students' perceived dentistry clinical skills in performing periodontal techniques. We calculated the knowledge gap before and after the cadaver laboratory by comparing the students' perceived and desired skill levels in performing periodontal charting, ultrasonic cleaning, hand scaling, and root planing. Ninety-six percent of students reported that practice with the dental typodont prior to the cadaver laboratory increased their comfort level in performing periodontal skills. However, practice did not result in a significant decrease in knowledge gap compared with participation in the cadaver laboratory alone. Although students perceived a benefit to practicing with the typodont, self-guided practice was not effective in decreasing the knowledge gap, most likely due to a lack of structured feedback with typodont use. Further investigation into the use of typodonts with direct feedback prior to structured laboratory or, alternatively, as an additional practice tool following a structured laboratory would further define if there is a benefit to typodont practice in veterinary dentistry.
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9
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Braid HR. The Use of Simulators for Teaching Practical Clinical Skills to Veterinary Students - A Review. Altern Lab Anim 2022; 50:184-194. [PMID: 35587390 DOI: 10.1177/02611929221098138] [Citation(s) in RCA: 19] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
In the context of veterinary education, simulators are devices or sets of conditions aiming to imitate real patients and enable students to practice skills without the need for live animal use. Simulator use in veterinary education has increased significantly in recent years, allowing consistent practical teaching without reliance on clinical cases. This review examines the available literature regarding the use of simulation and simulators for teaching practical day one competences to veterinary students. Scientific databases were searched and 73 relevant articles were reviewed. The reviewed articles revealed that there are a number of simulators currently available to veterinary educators, that simulators can enhance student skills and provide an alternative learning environment without the need for live animal and/or cadaver use, and that they usually receive positive feedback from the students who use them. There appears to be a bias towards small animal simulators - however, some skills that are developed through the use of small animal or table-top models will be transferrable to other species. The majority of large animal simulators focus on bovine rectal palpation and/or pregnancy diagnosis. Further research is required to increase the repertoire of available simulators for use in veterinary education, in order to improve the practical skills of veterinary students and reduce the use of live animals and cadaver material for teaching purposes.
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Affiliation(s)
- Helen R Braid
- Institute of Infection, Veterinary & Ecological Sciences, Faculty of Health and Life Sciences, 4591The University of Liverpool, Neston, Wirral, UK
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10
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Humpenöder M, Corte GM, Pfützner M, Wiegard M, Merle R, Hohlbaum K, Erickson NA, Plendl J, Thöne-Reineke C. Alternatives in Education-Evaluation of Rat Simulators in Laboratory Animal Training Courses from Participants' Perspective. Animals (Basel) 2021; 11:3462. [PMID: 34944238 PMCID: PMC8698197 DOI: 10.3390/ani11123462] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/29/2021] [Revised: 11/28/2021] [Accepted: 12/03/2021] [Indexed: 11/16/2022] Open
Abstract
In laboratory animal science (LAS) education and training, five simulators are available for exercises on handling and routine procedures on the rat, which is-beside mice-the most commonly used species in LAS. Since these simulators may have high potential in protecting laboratory rats, the aim of this study is to investigate the simulators' impact on the 3R (replace, reduce, refine) principle in LAS education and training. Therefore, the simulators were evaluated by 332 course participants in 27 different LAS courses via a practical simulator training workshop and a paper-based two-part questionnaire-both integrated in the official LAS course schedule. The results showed a high positive resonance for simulator training and it was considered especially useful for the inexperienced. However, the current simulators may not completely replace exercises on live animals and improvements regarding more realistic simulators are demanded. In accordance with literature data on simulator-use also in other fields of education, more research on simulators and new developments are needed, particularly with the aim for a broad implementation in LAS education and training benefiting all 3Rs.
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Affiliation(s)
- Melanie Humpenöder
- Institute of Animal Welfare, Department of Veterinary Medicine, Animal Behavior and Laboratory Animal Science, Freie Universität Berlin, 14163 Berlin, Germany; (M.W.); (K.H.); (N.A.E.); (C.T.-R.)
| | - Giuliano M. Corte
- Institute of Veterinary Anatomy, Department of Veterinary Medicine, Freie Universität Berlin, 14195 Berlin, Germany; (G.M.C.); (M.P.); (J.P.)
| | - Marcel Pfützner
- Institute of Veterinary Anatomy, Department of Veterinary Medicine, Freie Universität Berlin, 14195 Berlin, Germany; (G.M.C.); (M.P.); (J.P.)
| | - Mechthild Wiegard
- Institute of Animal Welfare, Department of Veterinary Medicine, Animal Behavior and Laboratory Animal Science, Freie Universität Berlin, 14163 Berlin, Germany; (M.W.); (K.H.); (N.A.E.); (C.T.-R.)
| | - Roswitha Merle
- Institute for Veterinary Epidemiology and Biostatistics, Department of Veterinary Medicine, Freie Universität Berlin, 14163 Berlin, Germany;
| | - Katharina Hohlbaum
- Institute of Animal Welfare, Department of Veterinary Medicine, Animal Behavior and Laboratory Animal Science, Freie Universität Berlin, 14163 Berlin, Germany; (M.W.); (K.H.); (N.A.E.); (C.T.-R.)
| | - Nancy A. Erickson
- Institute of Animal Welfare, Department of Veterinary Medicine, Animal Behavior and Laboratory Animal Science, Freie Universität Berlin, 14163 Berlin, Germany; (M.W.); (K.H.); (N.A.E.); (C.T.-R.)
- MF 3—Experimental Animal Research and 3R—Method Development and Research Infrastructure, Robert Koch-Institute, 13353 Berlin, Germany
| | - Johanna Plendl
- Institute of Veterinary Anatomy, Department of Veterinary Medicine, Freie Universität Berlin, 14195 Berlin, Germany; (G.M.C.); (M.P.); (J.P.)
| | - Christa Thöne-Reineke
- Institute of Animal Welfare, Department of Veterinary Medicine, Animal Behavior and Laboratory Animal Science, Freie Universität Berlin, 14163 Berlin, Germany; (M.W.); (K.H.); (N.A.E.); (C.T.-R.)
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11
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Hunt JA, Schmidt P, Perkins J, Newton G, Anderson SL. Educational Research Report Comparison of Three Canine Models for Teaching Veterinary Dental Cleaning. JOURNAL OF VETERINARY MEDICAL EDUCATION 2021; 48:573-583. [PMID: 33226907 DOI: 10.3138/jvme-2020-0001] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Veterinary dental cleaning prevents and treats periodontal disease, one of the most common diagnoses in small animal practice. Students learn to perform dental cleaning through deliberate practice, which can be gained through working on models. This study compared educational outcomes after students (n = 36) were randomized to practice on one of three dental cleaning models: a low-fidelity ceramic tile, a mid-fidelity three-dimensional (3D) printed canine skull model, or a high-fidelity canine head model. Students provided survey feedback about their model and later performed a dental cleaning on a canine cadaver head while being video-recorded. Experts (n = 10) provided feedback on each model. Experts agreed that all models were suitable for teaching dental cleaning, but the 3D skull and full head models were more suitable for assessing student skill (p = .002). Students were also more positive about the realism and features of those two models compared to the tile model. Students practicing on each of the models were equally effective at removing calculus from the cadavers' teeth. Students who learned on the tile model were a median of 4 minutes slower to remove calculus from their cadaver's teeth than students who trained on the canine head model. Although students may be more accepting of the 3D skull and full head models, all three models were equally effective at teaching the skill. Experts approved all models for teaching, but recommended the 3D skull or full head model if student skills were to be assessed. Low-fidelity models remain effective training tools with comparable learning outcomes.
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12
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Baillie S, Christopher R, Catterall AJ, Kruydenberg A, Lawrenson K, Wonham K, Kilfeather P, Warman S. Comparison of a Silicon Skin Pad and a Tea Towel as Models for Learning a Simple Interrupted Suture. JOURNAL OF VETERINARY MEDICAL EDUCATION 2020; 47:516-522. [PMID: 31738680 DOI: 10.3138/jvme.2018-0001] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
There has been rapid growth in the range of models available for teaching veterinary clinical skills. To promote further uptake, particularly in lower-income settings and for students to practice at home, factors to consider include cost, availability of materials and ease of construction of the model. Two models were developed to teach suturing: a silicon skin pad, and a tea towel (with a check pattern) folded and stapled to represent an incision. The models were reviewed by seven veterinarians, all of whom considered both suitable for teaching, with silicon rated as more realistic. The learning outcome of each model was compared after students trained to perform a simple interrupted suture. Thirty-two second-year veterinary students with no prior suturing experience were randomly assigned to three training groups: silicon skin pad or tea towel (both self-directed with an instruction booklet), or watching a video. Following training, all students undertook an Objective Structured Clinical Examination (OSCE), placing a simple interrupted suture in piglet cadaver skin. The OSCE pass rates of the three groups were silicon skin pad, 10/11; tea towel, 9/10; and video, 1/11. There was no significant difference between the model groups, but the model groups were significantly different from the video group (p < .017). In conclusion, the tea towel was as effective as the silicon skin pad, but it was cheaper, simpler to make, and the materials were more readily available. In addition, both models were used effectively with an instruction booklet illustrating the value of self-directed learning to complement taught classes.
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Affiliation(s)
| | | | | | - Adam Kruydenberg
- equine veterinarian working in practice in the United Kingdom and overseas
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13
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Malone E. Challenges & Issues: Evidence-Based Clinical Skills Teaching and Learning: What Do We Really Know? JOURNAL OF VETERINARY MEDICAL EDUCATION 2019; 46:379-398. [PMID: 31145646 DOI: 10.3138/jvme.0717-094r1] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
The recent programmatic focus on skills development in veterinary medicine means that many programs are devoting increased time to formal clinical skills teaching. This expansion makes it essential that we use the time as effectively as possible. This review examines current practices and veterinary training principles using the broader field of evidence-based motor skills learning as a lens. In many areas, current practices may be hindering learning. Proposed practices include using videos and discussions for pre-laboratory training, focusing on a single complex skill at a time, using more near-peer instructors rather than faculty, including assessments in each teaching or practice session, and encouraging supervised distributed practice by incorporating practice sessions into the formal curriculum. Ensuring mastery of a few core skills rather than exposure to many may be the new goal. Further research is urgently needed on block versus spiral curricula, optimum instructor-to-student ratios, learning and practice schedules, hours required for proficiency, and the benefits of exercise on motor skills learning.
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Thomson A, Young KM, Lygo-Baker S, Lothamer C, Snyder CJ. Evaluation of Perceived Technical Skill Development by Students During Instruction in Dental Extractions in Different Laboratory Settings-A Pilot Study. JOURNAL OF VETERINARY MEDICAL EDUCATION 2019; 46:399-407. [PMID: 31460848 DOI: 10.3138/jvme.0717-096r1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
In veterinary general practice, dental extractions are common procedures that require a specific set of surgical skills. Veterinary medical educators are tasked with preparing students for general practice, equipping them with medical knowledge and surgical skills. Results of this pilot study demonstrate students' preference for circle-based laboratory setup, a perceived high value of immediate feedback when performing laboratory exercises, and a lack of preference for timing of the laboratory relative to the relevant material provided in lecture. The impact of lecture, supplemental information, and laboratory setup on development of these surgical skills are explored.
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Rousseau M, Beauchamp G, Nichols S. Evaluation of a Jugular Venipuncture Alpaca Model to Teach the Technique of Blood Sampling in Adult Alpacas. JOURNAL OF VETERINARY MEDICAL EDUCATION 2017; 44:603-611. [PMID: 28534723 DOI: 10.3138/jvme.1115-188r] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
The effectiveness of teaching aids in veterinary medical education is not often assessed rigorously. The objective in the present study was to evaluate the effectiveness of a commercially available jugular venipuncture alpaca model as a complementary tool to teach veterinary students how to perform venipuncture in adult alpacas. We hypothesized that practicing on the model would allow veterinary students to draw blood in alpacas more rapidly with fewer attempts than students without previous practice on the model. Thirty-six third-year veterinary students were enrolled and randomly allocated to the model (group M; n=18) or the control group (group C; n=18). The venipuncture technique was taught to all students on day 0. Students in group M practiced on the model on day 2. On day 5, an evaluator blinded to group allocation evaluated the students' venipuncture skills during a practical examination using live alpacas. Success was defined as the aspiration of a 6-ml sample of blood. Measured outcomes included number of attempts required to achieve success (success score), total procedural time, and overall qualitative score. Success scores, total procedural time, and overall scores did not differ between groups. Use of restless alpacas reduced performance. The jugular venipuncture alpaca model failed to improve jugular venipuncture skills in this student population. Lack of movement represents a significant weakness of this training model.
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Anderson JG, Goldstein G, Boudreaux K, Ilkiw JE. The State of Veterinary Dental Education in North America, Canada, and the Caribbean: A Descriptive Study. JOURNAL OF VETERINARY MEDICAL EDUCATION 2016; 44:358-363. [PMID: 27415037 DOI: 10.3138/jvme.1215-204r] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
Dental disease is important in the population of pets seen by veterinarians. Knowledge and skills related to oral disease and dentistry are critical entry-level skills expected of graduating veterinarians. A descriptive survey on the state of veterinary dental education was sent to respondents from 35 veterinary schools in the United States, Canada, and the Caribbean. Using the online SurveyMonkey application, respondents answered up to 26 questions. Questions were primarily designed to determine the breadth and depth of veterinary dental education from didactic instruction in years 1-3 to the clinical year programs. There was an excellent response to the survey with 86% compliance. Learning opportunities for veterinary students in years 1-3 in both the lecture and laboratory environments were limited, as were the experiences in the clinical year 4, which were divided between community-type practices and veterinary dentistry and oral surgery services. The former provided more hands-on clinical experience, including tooth extraction, while the latter focused on dental charting and periodontal debridement. Data on degrees and certifications of faculty revealed only 12 programs with board-certified veterinary dentists. Of these, seven veterinary schools had residency programs in veterinary dentistry at the time of the survey. Data from this study demonstrate the lack of curricular time dedicated to dental content in the veterinary schools participating in the survey, thereby suggesting the need for veterinary schools to address the issue of veterinary dental education. By graduation, new veterinarians should have acquired the needed knowledge and skills to meet both societal demands and professional expectations.
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Nagel C, Ille N, Aurich J, Aurich C. Teaching of diagnostic skills in equine gynecology: Simulator-based training versus schooling on live horses. Theriogenology 2015; 84:1088-95. [DOI: 10.1016/j.theriogenology.2015.06.007] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/17/2015] [Revised: 06/01/2015] [Accepted: 06/04/2015] [Indexed: 10/23/2022]
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Troy JR, Bergh MS. Development and Efficacy of a Canine Pelvic Limb Model Used to Teach the Cranial Drawer and Tibial Compression Tests in the Stifle Joint. JOURNAL OF VETERINARY MEDICAL EDUCATION 2015; 42:127-132. [PMID: 25862403 DOI: 10.3138/jvme.0914-094r1] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
Canine cranial cruciate ligament rupture (CCLR) is the most common cause of pelvic limb lameness in dogs. CCLR results in palpable stifle instability secondary to cranial translation of the tibial relative to the femur, and it can be diagnosed during the orthopedic exam using the cranial drawer test (CDT) and tibial compression test (TCT). Accurate diagnosis of CCLR depends on the efficacy in performing these tests. In this study, two three-dimensional canine pelvic limb models were developed: one simulating a normal stifle and one simulating CCLR. Thirty-eight veterinary student participants answered questionnaires and performed both the CDT and TCT on a randomly assigned model. Twenty-one participants also manipulated the models one week later to assess skill retention in the short term. Mean levels of reported confidence in diagnosing CCLR and finding anatomic landmarks for CDT/TCT were significantly higher following model manipulation. Nearly all participants reported that they desired a model for teaching the diagnosis of CCLR. Most participants (92.5%) felt that the tested model would be useful for teaching CCLR diagnosis. Accuracy in diagnosing CCLR with the TCT significantly improved over time. Participant response indicated that while the tested model was effective and desirable, an ideal model would be more durable and lifelike. Further studies are needed to evaluate the developed models' effectiveness for teaching CCLR diagnosis compared to traditional teaching methods.
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Capilé KV, Campos GMB, Stedile R, Oliveira ST. Canine Prostate Palpation Simulator as a Teaching Tool in Veterinary Education. JOURNAL OF VETERINARY MEDICAL EDUCATION 2015; 42:146-150. [PMID: 25862400 DOI: 10.3138/jvme.1214-120r1] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
Adult dogs, especially elderly ones, are commonly affected by prostate diseases. Performing rectal palpation during physical examination in dogs is important in small animal clinical diagnosis. Prostate palpation training allows students to learn how to correctly introduce the finger into the rectum and identify the location, size, symmetry, and consistency of the prostate. Alternative methods are needed to teach this technique without using live dogs. Thus, our aim was to develop a canine prostate palpation simulator to provide students with the opportunity to learn the prostate palpation technique in dogs and to assess their opinion of this simulator as a teaching tool. The inner part of the canine mannequin contains a rotation system with three types of prostates that can be exchanged during the exam. Of the 64 participating students, 81% had never used alternative methods and 92.2% had never performed any prostatic palpation. According to the students' opinions, performing a clinical examination on a simulator allowed them to be prepared and familiarized with the palpation technique. They felt satisfied learning a practical method in a harmless way. Both the 3R (replacement, reduction, and refinement) and dog welfare principles were present in most of the students' concerns. We conclude that the simulator can help students to develop clinical skills for prostate palpation in dogs.
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Eichel JC, Korb W, Schlenker A, Bausch G, Brehm W, Delling U. Evaluation of a training model to teach veterinary students a technique for injecting the jugular vein in horses. JOURNAL OF VETERINARY MEDICAL EDUCATION 2013; 40:288-295. [PMID: 23975072 DOI: 10.3138/jvme.1012-09r1] [Citation(s) in RCA: 27] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
In this study, a newly-developed model for training veterinary students to inject the jugular vein in horses was evaluated as an additional tool to supplement the current method of teaching. The model was first validated by 19 experienced equine veterinarians, who judged the model to be a realistic and valuable tool for learning the technique. Subsequently, it was assessed using 24 students who were divided randomly into two groups. The injection technique was taught conventionally in a classroom lecture and a live demonstration to both groups, but only group 1 received additional training on the new model. All participants filled out self-assessment questionnaires before and after group 1 received training on the model. Finally, the proficiency of both groups was assessed using an objective structured clinical evaluation (OSCE) on live horses. Students from group 1 showed significantly improved confidence after their additional training on the model and also showed greater confidence when compared to group 2 students. In the OSCE, group 1 had a significantly better score compared to group 2: the median (with inter-quartile range) was 15 (0.7) vs. 11.5 (2.8) points out of 15, respectively. The training model proved to be a useful tool to teach veterinary students how to perform jugular vein injections in horses in a controlled environment, without time limitations or animal welfare concerns. The newly developed training model offers an inexpensive, efficient, animal-sparing way to teach this clinical skill to veterinary students.
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