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1.
Two-hundred-and-eighty-nine veterinary students from all four years of the University of Tennessee, College of Veterinary Medicine (UTCVM) were invited to complete the Derogatis Stress Profile (DSP)1 and an original Demographic Data Profile (DDP). The DSP assessed the students' current experiences of perceived stress, and the DDP was designed to gather information about students' academic year, their living situations, their financial situations, their interest area within the veterinary medical profession, and their current methods of coping with stress. These data were gathered as a baseline measure of veterinary medical students' perceived level of stress and quality of life. In an earlier study, data were also collected from faculty and staff about the perceived quality of the climate and culture of the veterinary college. The results of the DSP and DDP suggest that, although veterinary students at UTCVM do not experience significant levels of stress overall, they do report higher levels of subjective stress, time pressure, and depression than the general population. The more companion animals that veterinary students cared for in their personal lives, the more likely they were to report higher levels of perceived stress. Lastly, there were significant differences between genders, with female veterinary students reporting higher levels of perceived stress than their male counterparts. The preliminary results of the climate and culture data suggest that faculty and staff of the veterinary college individually feel that they are cared for in the work environment and collectively believe that the college strives for excellence.  相似文献   

2.
The Texas A&M University Medical Sciences Library (MSL) supports lifelong learning for Texas veterinarians and College of Veterinary Medicine and Biomedical Sciences (CVMBS) alumni through several ongoing outreach efforts. The MSL provides free document delivery and literature search services to practicing veterinarians in support of patient care. The MSL also responded to unique opportunities to expand services and increase its visibility through collaborations with the American Association of Equine Practitioners and CABI, provider of VetMed Resource. The MSL continues to explore ways to expand its mission-critical veterinary outreach work and market library services to veterinarians through participation in continuing education, regional meetings, and veterinary student instruction.  相似文献   

3.
Given the importance of psychological services for veterinary students, a survey was administered to all US veterinary schools and many international ones, asking them to report on the amount and type of psychological support services they offer to students, faculty, and staff. This article reports on the results of this survey and presents suggestions for increasing the accessibility of counseling services. One objective of the current study was to initiate an avenue for ongoing communication between individuals involved in student counseling within each school. A list of individuals currently working in the field and their contact information is provided in Appendix 2.  相似文献   

4.
OBJECTIVE: To determine the status of rural veterinary services in Western Australia. PROCEDURE: Two questionnaires were mailed to eligible, registered veterinary surgeons in Western Australia in 2006. The first was mailed to government veterinarians and the second to private practitioners in rural practice. Part A presents the replies from government veterinary officers and Part B the replies from rural practitioners. Replies were transferred to Microsoft Excel for analysis. RESULTS: Sixty-seven per cent of government veterinary officers responded to the questionnaire. Eighty per cent of these had been in the service for 20 years or more and their average age was 54. Work with sheep and beef cattle occupied 75% of their time, with dairy cattle receiving 10% and pigs and poultry less than 10%. The majority of respondents reported changes in the attitude of farmers to the service as a result of rural recessions and the decision to make a direct charge for government veterinary services. Although most respondents thought that the government veterinary service would continue in the future there were differences of opinion as to what form that would take. CONCLUSION: Government veterinary services in Western Australia are undergoing major changes, with the service decreasing in size and scope. Recently the Department of Agriculture has been renamed the Department of Agriculture and Food and it is likely that the role of its veterinary officers will change accordingly.  相似文献   

5.
The teaching of pathology within the veterinary medical curriculum extends through the entire training period and has a dual role. General pathology deals with principles of disease processes as a basis for understanding the reactions of a multi-cellular organism to adverse effects; organ pathology builds on the principles of general pathology and explains the malfunctions of individual organs. Pathology is heavily image dependent and best taught in a highly interactive manner. The Institute of Veterinary Pathology, University of Zurich (IVPZ), has been actively developing concepts for teaching pathology in the new veterinary curriculum, which demands more active participation from students, with 20% of their study time devoted to individual study using traditional materials (books, articles, etc.) and e-learning modules. The Swiss Virtual Animal Pathologist is designed to cover and support the central elements of the Veterinary Pathology curriculum of the Vetsuisse Faculty. The needs of students and staff of the participating institutions for an interactive learning platform to supplement the existing face-to-face lectures and tutorials are the highest priority of this initiative.  相似文献   

6.
Graduates of veterinary technology programs must have the knowledge and skills to understand, implement, and encourage owner compliance with appropriate feeding recommendations for healthy animals and therapeutic regimens to promote optimal health, enhance recovery, and manage chronic disease conditions. This article describes nutrition education for veterinary technology students at the College of Veterinary Medicine, Michigan State University. Veterinary technology students are novice learners in nutrition who prefer visual, applied, and experiential modes of instruction. The program uses the American College of Veterinary Nutrition's "Circle of Nutrition," concept maps, and case-based delivery and assessment.  相似文献   

7.
The Edinburgh Electronic Veterinary Curriculum (EEVeC) is a purpose-built virtual learning support environment for the veterinary medicine program at the University of Edinburgh. It is Web based and adapted from a system developed for the human medical curriculum. It is built around a set of databases and learning objects and incorporates features such as course materials, personalized timetables, staff and student contact pages, a notice board, and discussion forums. The EEVeC also contains global or generic resources such as information on quality enhancement and research options. Many of these features contribute to the aim of building a learning community, but a challenge has been to introduce specific features that enhance student learning. One of these is a searchable lecture database in which learning activities such as quizzes and computer-aided learning exercises (CALs) can be embedded to supplement a synopsis of the lecture and address the key needs of integration and reinforcement of learning. Statistics of use indicate extensive student activity during evenings and weekends, with a pattern of increased usage over the years as more features become available and staff and students progressively engage with the system. An essential feature of EEVeC is its flexibility and the way in which it is evolving to meet the changing needs of the teaching program.  相似文献   

8.
Veterinary schools in the UK are required by the Royal College of Veterinary Surgeons to ensure that their students have attained essential 'Day one' skills (DOS) by graduation. To aid students' understanding of how they could satisfy this requirement, the Royal Veterinary College produced a DOS guide, which was distributed in the 2007 to 2008 academic year to students in the third and fourth years of the professional veterinary course. The same students were surveyed towards the end of the 2008 to 2009 session about the guide, when they were in the fourth and final years, to rate its usefulness and to indicate their perceived levels of competence, both currently and expected at graduation. Focus group discussions were subsequently conducted to explore the findings of the survey. Responses from 88 fourth-year (39 per cent) and 174 (87 per cent) final-year students revealed that while almost all respondents were aware of the DOS guide, their use of it was low. Final-year students rated themselves as being more competent than fourth-year students, but were less optimistic about their expected level of competence regarding several invasive procedures, which some students considered to be 'unattainable' by graduation, despite the apparent value of extramural studies and intramural rotations in providing opportunities for learning.  相似文献   

9.
Most branches of biological science in North America developed first in the United States, and later were taught and practiced in Canada. An exception was veterinary pathology, which as a discipline taught in veterinary colleges and as a field of research, developed first in Canada, and from there crossed the border to the United States. Pathology was first taught at the Montreal Veterinary College, founded in 1866 by Duncan McEachran, a graduate of the Edinburgh Veterinary College. From the outset, he formed a close association with the medical faculty of McGill University, permitting his students to attend the same classes in the basic subjects with the medical students. Eventually, the Montreal Veterinary College became formally affiliated with McGill University, as the Faculty of Comparative Medicine and Veterinary Science. The McGill veterinary faculty was forced to close for economic reasons in 1903, but it left an enduring legacy, particularly in the field of veterinary pathology. The legacy, a novel concept in the 1870's, was that pathology was the cornerstone of a veterinary education; the place where anatomy, physiology, chemistry and botany met with the clinical subjects, and gave the latter meaning. This tradition was formed at the Montreal Veterinary College by the world renowned physician William Osler, North America's leading medical teacher, whom McEachran had invited to teach at the College in 1876 in addition to his duties in the faculty of medicine. Osler had studied with Virchow in Berlin and applied his methods of autopsy technique and of scientific inquiry to his teaching of both human and veterinary pathology at McGill. Osler also undertook investigations into various diseases of domestic animals, at the request of McEachran, who doubled as Chief Veterinary Inspector for the Dominion Department of Agriculture. Osler left McGill University in 1884. Only after that year did other North American veterinary schools adopt pathology as a discipline of instruction. However, by 1884, Osler had already left his indelible imprint on the students (both medical and veterinary) he had taught in Montreal, one of whom took over the teaching of pathology in the veterinary college. Another, who followed Osler's example and also studied in Berlin with Virchow, wrote the first book in the English language on veterinary post mortem technique in 1889.(ABSTRACT TRUNCATED AT 400 WORDS)  相似文献   

10.
Veterinary education as it is frequently implemented creates numerous impediments for the majority of students to achieve self-directed learning. Self-directed learning is a state in which the student is prepared to engage in learning activities defined by him- or herself. Essential components of veterinary education (i.e., curriculum and assessment) inhibit the development of self-directed learning in many ways. This article will make suggestions on how we can promote self-directed learning within traditional veterinary education and discuss how teaching based upon the principles of problem-based learning (PBL) may foster self-directed learning.  相似文献   

11.
Videoconferencing is a powerful and versatile method for distance learning. Videoconferencing incorporates real-time video and audio into connections with distant sites and, when combined with simultaneous Internet transmission of high-resolution images, enables veterinary educators to expand the classroom to include students and faculty from remote sites. The University of Tennessee College of Veterinary Medicine (UTCVM) has used videoconferencing to deliver and receive entire courses, virtual rounds, seminars, journal clubs, and small meetings and for in-house transmission from one area of the campus to another. Responses from faculty and students at UTCVM indicate that videoconferencing technology will be a permanent part of the academic mission of the college for years to come. This article describes a number of veterinary school applications using distance-learning approaches that the authors hope will serve as examples upon which others can build.  相似文献   

12.
In an effort to increase suicide awareness skills among veterinary undergraduates, a three-hour suicide awareness workshop (safeTALK) was delivered to third-year Royal (Dick) School of Veterinary Studies undergraduates as part of their professional development curriculum. Students were able to opt out of the session by contacting the course organisers. A total of 26 of 151 (17 per cent) third-year students attended the workshop, and 17 completed a feedback questionnaire. The vast majority of the students reported that after completing the workshop they were more likely or much more likely to recognise the signs of a person at risk of suicide, approach a person at risk of suicide, ask a person about suicide, and connect a person at risk of suicide with help. Five veterinary academics attended a two-day Applied Suicide Intervention Skills Training (ASIST) course, and all reported that the course was effective in improving suicide awareness and intervention skills.  相似文献   

13.
Increased competition for veterinary school admission has created a need to determine whether individual students are likely to be successful candidates for veterinary school admission early in their undergraduate careers. Students invest considerable time and money in pre-veterinary courses of study, hoping for acceptance into professional veterinary school. A forecasting model was developed to predict the likelihood of students with particular characteristics gaining acceptance. Characteristics such as gender, age, size of high school, and ACT, are known upon entrance into college and can be used to determine the likelihood of an individual's being accepted. Data were gathered from the Louisiana State University College of Veterinary Medicine (LSU-CVM) admissions for all students applying to veterinary school for the classes of 2006 through 2008 from the top two agricultural programs in the state in terms of quantity of applicants to veterinary school: Louisiana State University and Louisiana Tech University. A one-way ANOVA was used to examine whether there were any statistical differences between known demographic and performance variables and acceptance into veterinary school. A logit forecasting model was then estimated to predict the likelihood of gaining acceptance into veterinary school based only on variables known early in the student's undergraduate career. Age, gender, and ACT scores were determined to be important variables in determining the likelihood of gaining admission. Overall, the forecasting model is of use in assigning probabilities of acceptance into veterinary school for specific student profiles, which can assist in one-on-one assistance from advisor to student.  相似文献   

14.
Veterinary educators are charged with delivering large amounts of information to adult students, who benefit from a more interactive learning environment than is often achieved through didactic lectures. Audience response systems (ARS) with wireless keypad technology facilitate interactive learning and have been used successfully in the education of health professionals. The objectives of this pilot study were to determine the effect of an ARS on the knowledge retention of veterinary dermatology students and to survey student attitudes concerning its use. A cohort-controlled trial was conducted to evaluate the potential benefits of ARS for short-term and long-term knowledge retention. Students also participated in four hours of student-directed case simulations using ARS technology. Students were surveyed regarding opinions on the use of the ARS. The mean short-term knowledge-retention test scores of groups A (ARS+) and B (ARS-) were 81% and 78%, respectively. The mean long-term knowledge-retention test scores of groups A and B were 54% and 55%, respectively. The differences between groups were not significant for either time period (p = 0.32, p = 0.77). Although benefits to short-term and long-term knowledge retention were not detected in this pilot study, all students responding to the survey perceived a benefit and supported the use of ARS in the clinical veterinary curriculum. ARS technology provides a tool for lecturers to create an interactive learning environment well suited for teaching veterinary dermatology.  相似文献   

15.
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16.
This paper reports on the results of a survey of selected University of Queensland (UQ) veterinary students aimed at elucidating factors causing stress during the five undergraduate years of the program. Students from each of the five years were asked to form six- or seven-member focus groups. Each focus group was then interviewed and their opinions sought on causes of ongoing stress and the ranking of those causes into predetermined categories. They were also asked to give their opinions on counseling services available within the university and what, if any, services they would like to see in place to help students with stress-related problems. Students in the first, third, and fourth years of the program rated academic issues as the most likely causes of ongoing stress, while students in the second and fifth years of the program ranked lifestyle and financial issues as more likely to cause ongoing stress. In most cases, students coped well with these causes of stress and tended not to use counseling services available to all UQ students. When faced with stressful issues, students looked to their classmates or family members for help and not to university counseling services. Students were also happy to approach staff members in the Veterinary School when faced with a problem. The authors nevertheless conclude that mechanisms set in place at the undergraduate level to help veterinary students cope with stress should particularly benefit those students when they become new graduates and are faced with the stresses of veterinary practice.  相似文献   

17.
OBJECTIVE: To study the role of lectures from the perspective of staff and students involved in the veterinary course at The University of Queensland. METHODS: The Nominal Group Technique of Delbecq et al, which provides the maximum opportunity for group members to put forward points, was used to help develop a questionnaire which was completed by 351 students (a response rate of 84%) and 35 staff (76%) from the five years of the veterinary course, and was analysed using the SAS System for Windows. RESULTS: Almost all the staff and students agreed that lectures should fulfil many roles including stimulating and motivating students and encouraging them to think, as well as presenting ideas and concepts and an indication of the structure and relevance of the material. They should provide a guide for effective deep learning, but not encourage rote (or superficial) learning. A smaller percentage of staff and even fewer students agreed that lectures did fulfil these roles, especially those directed at encouraging students to look beyond simple memorisation of facts. The perceived disparity between reality and the ideal was greater amongst the older, clinical students than amongst their more junior colleagues. CONCLUSIONS: The focus of attention in lectures needs to change from the superficial, rote learning of information to deep, active learning directed at using information to solve problems that are perceived by the students to be relevant. If done in a stimulating and interesting way, this should develop skills in reasoning and critical analysis as well as providing a framework for storage and recall. It should also increase the motivation towards learning both during the veterinary course, and over the professional lifetime. Furthermore, the place of the lecture in veterinary education needs to be reassessed regularly in the face of newly-emerging educational technology.  相似文献   

18.
This article is the first in a series of three to be published in the Journal of Veterinary Medical Education (JVME). These articles are abridged versions of six lectures that make up an elective course on the history of the veterinary profession in North America offered at Cornell University's College of Veterinary Medicine in spring 2010. The course was based in large part on an oral history collection titled "An Enduring Veterinary Legacy"(1) that captures interesting and relevant veterinary stories. The course was designed to increase awareness of the history of veterinary medicine as we approach the sesquicentennial of the American Veterinary Medical Association (AVMA) in 2013 and as we join with our international colleagues in marking the 250th anniversary of the establishment of the world's first veterinary college in Lyon, France, in 2011.(2) The overarching goal of this course and the articles is to record and also to share first-person stories that describe the development of veterinary education and the veterinary profession in North America from the mid-1860s to the present. In the process, it is hoped that this history will encourage respect, love, and admiration for the veterinary profession and an appreciation of veterinary medicine as a versatile profession. The articles are somewhat Cornell-centric because the lectures on which they are based were presented to Cornell students at their home institution. However, it is hoped that the events are representative of the broader American experience. For educators interested in the course itself, a brief synopsis and a summary of student evaluations for the first year of presentation is appended here and in subsequent articles in this series.  相似文献   

19.
Novel approaches to the clinical training of veterinary students in many disciplines are being sought by veterinary colleges. In 2004, the University of Florida College of Veterinary Medicine approached the Small Animal Department and Florida Veterinary Specialists (FVS) in Tampa with a proposal to jointly design and run an elective clerkship in emergency medicine. The program would focus on providing increased emergency case exposure in a real-world environment to interested third- and fourth-year veterinary students. The purpose would be to better prepare these students for emergent cases while increasing their overall level of clinical confidence. This article reviews in detail the clerkship structure, its objectives, and the logistics of training and support at FVS. In this instance, the academic-private institution partnership has been successful in providing effective learning for veterinary students over the last three years. This clerkship structure may serve as a template for other institutions exploring alternatives to the traditional clinical training of veterinary students.  相似文献   

20.
The cons and pros of veterinary education in Iraq are described. Started as a small institution, with few students and with foreign staffs, then expanded to enroll more than hundred students each year, with all Iraqi staff. The graduates of the Veterinary College played an important role in monitoring animal health, supervising research projects involving animal welfare, some served as educators of various veterinary science specializations, others worked as private practitioners or recruited in the army. Veterinary education was very vital, as other sciences for progress of the country.  相似文献   

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