共查询到20条相似文献，搜索用时 31 毫秒
1.
Offerman MJ 《Journal of veterinary medical education》2007,34(3):226-231
Institutional commitment is essential to developing and sustaining successful distance-education programs. This article begins by placing the discussion of institutional commitment within the context of today's distance-education or online environment and argues for the role of regional accrediting bodies in implementing best practices and quality assurance in distance education. It then explains why broad-based institutional commitment is necessary and recommends strategies for obtaining it. The author delineates different strategies for various institutional stakeholders such as students, faculty, administrators, and alumni. The author concludes by drawing on his personal observation and experience in developing a collaborative distance education degree program, noting the success of these different strategies with multiple stakeholders. 相似文献
2.
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
3.
Mills PC Bradley AP Woodall PF Wildermoth M 《Journal of veterinary medical education》2007,34(2):177-182
Virtual microscopy (VM) is a comparatively recent innovation that is revolutionizing both the teaching of microscopic structure in human medicine and the concept of online diagnosis and telemedicine. The interactivity of the various commercially available browsers attempts to simulate the experience of looking down a microscope while offering advantages over traditional microscopy that include clarity of image, reduced infrastructure, and high flexibility, as the images are accessible online. We developed our own VM system, including customized software and a browser that was simple and intuitive to use, with the added advantage of further modifications possible to assist student learning. In this article, we report on a preliminary study wherein VM was introduced to veterinary science students in one course and directly compared to traditional microscopy to determine whether students would readily accept this new technology and which aspects of VM were advantageous. Responses from a survey form showed that students rated VM significantly higher than traditional microscopy as a tool to learn histology because it offers clearer images, the ability to learn collaboratively, more effective use of time, and the flexibility of online learning. Students also indicated a strong preference for the use of VM in future courses. These results suggest that VM is a flexible and enjoyable resource that could be useful to enhance the learning of microscopic structure in veterinary science courses. 相似文献
4.
The veterinary profession is currently facing many educational challenges, including an insufficient capacity to train and educate veterinarians for the multiple disciplines within the profession, a shortage of veterinarians in private and public practice, a shortage of faculty, a lack of human and professional diversity, and a rising cost of education resulting in extreme student debt loads. As a methodology for teaching, distance education (DE) has the potential to address many of these issues. By its very nature, DE can increase the capacity of current facilities and faculty. In addition, DE can allow students to acquire the necessary knowledge at less cost. This article describes a model for incorporating DE in the form of interactive Web-based courses, in conjunction with short, intensive residential programs, for the lecture portions of courses taught in the pre-veterinary, veterinary, and post-veterinary educational periods. In this model, the Web-based courses are used to convey the necessary core knowledge required at each step of the educational process. The residential portions are then used to apply the knowledge in such a way as to combine clinical applications with research in basic and applied sciences. Distance education can provide increased flexibility, high-quality educational experiences, and a less costly alternative for students while maximizing the reach of current faculty efforts and the capacity of existing physical structures. 相似文献
5.
Bill RL 《Journal of veterinary medical education》2007,34(3):311-315
The Purdue University Veterinary Technology Distance Learning Program (VT-DLP) is an AVMA-accredited, 70-credit-hour curriculum that grants an Associate of Science degree in veterinary technology. Creation of the VT-DLP required the application of creative instructional design methods to meet the educational goals set by the faculty, maintain an academic rigor equivalent to the on-campus program, and address the concerns and distance-education criticisms of faculty, alumni, and other stakeholders. This article describes the educational principles on which the VT-DLP was created, how various challenges were identified and addressed, and important lessons learned during the creation and delivery of a curriculum that is traditionally very hands-on. 相似文献
6.
除了教学和科研工作外,大部分美国高校对农业类学科包括草坪学科的专业师资在职责要求方面还有重要的一项-"Extension",即社会服务。社会服务的工作量因人而异,但总体来看基本都做到了"分配到人";除了专业教师,学校对于学生也要求或鼓励其参与各类校内外拓展活动。这与我国高校教师社会服务(或专业拓展)工作,以及基于此提出的"产学研"等类似的工作模式都有较大不同。草坪科学是一门新兴的学科,应用性较强,知识生产和知识创新都离不开实践。因此从学术驱动的内因和大学的价值来讲,大学的社会服务工作是极其重要的。本文简略介绍美国高校草坪科学教师的社会服务工作情况,希望能够对我国的草坪科学学科建设以及师资组建和培养提供参考。 相似文献
7.
Hall JL 《Journal of veterinary medical education》2007,34(3):263-268
The advent and popularity of asynchronous online learning has somewhat obscured a standby technology developed over the last two decades. Interactive videoconferencing, sometimes called "interactive television," though not as glamorous and popular a topic at distance-learning conferences, is still alive and well at many institutions. Three or four years ago, many of us were led to believe that interactive television would go the way of the dinosaurs-everything would soon be in an asynchronous format or on individual desktops. There would no longer be any need for elaborately designed classrooms, networks, and operations staff. To date, this prediction has not come true. In fact, synchronous interactive television has experienced significant growth as newer, easier, and cheaper technologies allow institutions to reach more students with less resource investment. Faculty and students, while appreciating the convenience of asynchronous delivery, still express a need for synchronous communication. This article explores the issues involved in synchronous distance education, the current technologies and proposed future developments, and best practices in terms of classroom design, faculty use, and operational issues. It is not a research article but an anecdotal case study based on Washington State University's experiences over the last 20 years in developing and adapting to new synchronous technologies and creating the support and technical infrastructure to best deliver academic courses through this medium. 相似文献
8.
Public health is an important component of veterinary medicine. In the last 10 years, there has been growing recognition of the need to increase the number of veterinarians trained in public health. The Center for Food Security and Public Health (CFSPH) at Iowa State University (ISU), College of Veterinary Medicine, received a grant from the Centers for Disease Control and Prevention (CDC) to support veterinarians working at CFSPH while pursuing the Master of Public Health degree. CFSPH and ISU administrators worked with the University of Iowa (UI) College of Public Health to establish three cooperative programs for veterinarians to earn the MPH degree. This article describes how these programs were developed and how they operate. (1) Between 2002 and 2005, CFSPH used funds provided by the CDC to support 15 veterinarians as they worked for CFSPH and toward the MPH degree. As the program grew, distance-education methods such as the Internet, Polycom videoconferencing, and the Iowa Communications Network (ICN) were incorporated. (2) A concurrent DVM/MPH degree is now offered; students can complete both degrees in four years. As of January 2008, three students have received their DVM and MPH degrees and 16 students are enrolled in the program. (3) In June 2007, the UI and ISU launched a distance MPH program for veterinarians working in private practice, industry, and government. Eight veterinarians are participating in the program, which includes two two-week, in-person summer sessions, with the remainder of the coursework taken at a distance via the Internet. 相似文献
9.
This qualitative study seeks to determine the nature of the instruction librarians provide to veterinary medical students at all 28 United States veterinary colleges. A secondary goal of the study was to determine in what ways and to what extent librarians participated in other instructional activities at their colleges. Over half of the librarians formally taught in one or more courses, predominantly in the first two years of the veterinary curriculum. One presentation per course was most common. Over half of the librarians interviewed stated that evidence-based veterinary medicine was taught at their colleges, and about half of these librarians collaborated with veterinary faculty in this instruction. Many librarians participated in orientation for first-year veterinary students. The librarians also taught instructional sessions for residents, interns, faculty, graduate students, and practicing veterinarians. This study found that librarians teach information literacy skills both formally and informally, but, in general, instruction by librarians was not well integrated into the curriculum. This study advances several recommendations to help veterinary students develop information literacy skills. These include: encourage veterinary faculty and administrators to collaborate more closely with librarians, incorporate a broader array of information literacy skills into assignments, and add a literature evaluation course to the curriculum. 相似文献
10.
Sutton RC 《Journal of veterinary medical education》2007,34(5):645-651
Veterinary students completed an online survey regarding personal and academic concerns they experienced during their first year of veterinary school. Quantitative results showed a high degree of stress and anxiety among the study participants as well as concerns about time management and study skills. Quantitative analysis using chi-square tests revealed significant associations between concerns about study skills and the independent variables of relationship status and time since obtaining an undergraduate degree. Results of a thematic analysis undertaken with the qualitative data provide further insight into first-year experiences, indicating concerns about the intensity of the program and especially about time commitment, the amount of information students were expected to learn, and the amount of material they were expected to memorize. Another theme revealed that students did not feel academically prepared for some of their first-year courses, which led to their not liking those courses for which they lacked appropriate groundwork. Other themes highlighted the students' desire for more clinically relevant experiences during their first year as well as surprises regarding the maturity level of classmates and the level of support offered by professors. Given the results of this study, suggestions for counselors and others who work with veterinary students are provided. 相似文献
11.
12.
Most veterinary students enrolled at AAVMC member institutions take at least 1 VPM course prior to graduation. These courses are characterized by widespread involvement of outside lecturers with business expertise, which likely adds to their strength. However, it remains that wide variation in VPM education exists across the AAVMC with regard to the topics addressed, the specific business expertise of faculty and administrative course specifics. As such, the situation provides several key opportunities. Foremost among these is the immediate need for profession-wide discourse on VPM education to define reasonable expectations with regard to the business skills of veterinary graduates. In addition, outcomes assessment would provide information on which of the widely varying approaches to VPM education is most likely to produce successful graduates. The opportunity also exists for development of academic research programs to support VPM education directly by strengthening the related disciplinary knowledge base. Effective leadership for these efforts will be crucial to their success. 相似文献
13.
Lairmore MD Oglesbee M Weisbrode SE Wellman M Rosol T Stromberg P 《Journal of veterinary medical education》2007,34(4):464-472
Recent reports project a deficiency of veterinary pathologists, indicating a need to train highly qualified veterinary pathologists, particularly in academic veterinary medicine. The need to provide high-quality research training for veterinary pathologists has been recognized by the veterinary pathology training program of the Ohio State University (OSU) since its inception. The OSU program incorporates elements of both residency training and graduate education into a unified program. This review illustrates the components and structure of the training program and reflects on future challenges in training veterinary pathologists. Key elements of the OSU program include an experienced faculty, dedicated staff, and high-quality students who have a sense of common mission. The program is supported through cultural and infrastructure support. Financial compensation, limited research funding, and attractive work environments, including work-life balance, will undoubtedly continue to be forces in the marketplace for veterinary pathologists. To remain competitive and to expand the ability to train veterinary pathologists with research skills, programs must support strong faculty members, provide appropriate infrastructure support, and seek active partnerships with private industry to expand program opportunities. Shortages of trained faculty may be partially resolved by regional cooperation to share faculty expertise or through the use of communications technology to bridge distances between programs. To foster continued interest in academic careers, training programs will need to continue to evolve and respond to trainees' needs while maintaining strong allegiances to high-quality pathology training. Work-life balance, collegial environments that foster a culture of respect for veterinary pathology, and continued efforts to reach out to veterinary students to provide opportunities to learn about the diverse careers offered in veterinary pathology will pay long-term dividends for the future of the profession. 相似文献
14.
McDonald J 《Journal of veterinary medical education》2008,35(2):207-211
The American public is concerned about food safety, and there is a growing realization that we are ill equipped to handle major food-borne illness outbreaks and bioterrorism. Since veterinary medicine plays an important role in assuring the safety of our nation's food supply, we would like to present to veterinary and public health educators a newly emerging resource for food-safety educational materials. This article describes an integrative collaborative approach for the creation and dissemination of engaging food-safety teaching resources for veterinary faculty. This USDA-funded project, Design to Dissemination: Developing Materials and Repository for Integrative Veterinary Food Safety Education, involves expert teachers in diverse fields and from many veterinary schools. The purpose of the project is to create materials that teach students food safety from farm to fork, and it offers teachers clinically relevant teaching resources that are difficult to create or locate. The educational materials are being created as smaller "building blocks" of content, commonly referred to as "learning objects" (LOs), focused on individual learning objectives. These learning objects are placed in the Veterinary Food Safety Education Learning Object Repository, where they are catalogued, stored, and kept accessible and where faculty can search, evaluate, and download teaching materials to use in their courses. In this way the learning objects can be more easily shared and reused or repurposed for other courses and applications. With this article we hope to excite faculty in veterinary schools and public-health programs and encourage them to use the repository and participate in piloting the educational materials. 相似文献
15.
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
16.
Ozen A Kalin R Yerlikaya H Seker I Cetinkaya B 《Journal of veterinary medical education》2004,31(3):281-288
A significant portion of the problems faced by veterinarians is related to communication. These problems are intensely experienced between veterinary practitioners and animal owners; yet no lectures or courses aiming to improve professional skills are available in the curriculum of veterinary schools in Turkey. In this study, all students currently enrolled at, and 1992 and 1998 graduates of, the Veterinary School of Firat University (VSFU), Turkey, were surveyed to evaluate the attitudes of veterinary students and graduates toward technical and professional skills. Data were collected from 581 students and 61 recent graduates via personal interviews with students and questionnaires mailed to graduates; information was obtained about participants' technical and professional skills. The overall response rate was 85%. The results show that learning about technical and professional skills is highly valued; competence and comfort in skill sets are associated with comfort in establishing communication with instructors. Positive correlations were also noted between feeling comfortable with and feeling competent in both skill sets. In conclusion, it appears to be essential to introduce courses addressing improvement of professional skills to the curriculum of veterinary schools in Turkey, given that a successful veterinarian profile requires feeling competent in and comfortable with both technical and professional skills. 相似文献
17.
Ragan LC 《Journal of veterinary medical education》2007,34(3):232-237
Distance education (DE) continues to grow as an effective means of education that complements more traditional education modes. Each, to be effective, requires of the instructor a detailed understanding of what creates optimal learning by participants. Because DE is a newer mode, the roles and functions that faculty must play to make it effective have been subject to more scrutiny. Many principles are common to both modes; however, there are some unique aspects of each that faculty of such courses must appreciate. 相似文献
18.
Teaching faculty in the University of Tennessee College of Veterinary Medicine assist students in their professional education by providing a new way of viewing microscopic slides digitally. Faculty who teach classes in which glass slides are used participate in a program called Virtual Microscopy. Glass slides are digitized using a state-of-the-art integrated system, and a personal computer functions as the "microscope." Additionally, distribution of the interactive images is enhanced because they are available to students online. The digital slide offers equivalent quality and resolution to the original glass slide viewed on a microscope and has several additional advantages over microscopes. Students can choose to examine the entire slide at any of several objectives; they are able to access the slides (called WebSlides) from the college's server, using either Internet Explorer or a special browser developed by Bacus Laboratories, Inc.,(a) called the WebSlide browser, which lets the student simultaneously view a low-objective image and one or two high-objective images of the same slide. The student can "move the slide" by clicking and dragging the image to a new location. Easy archiving, annotation of images, and Web conferencing are additional features of the system. 相似文献
19.
20.
At the University of Minnesota, fourth-year veterinary students assessed their clinical competence after completion of a small-animal, internal-medicine clinical rotation using the same rotation assessment form used by supervising faculty. Grades were compared between the two groups. Students identified by faculty as low-performing were more likely to overestimate their competence in the areas of knowledge, clinical skill, and professionalism than were students identified by faculty as higher performing. This finding mirrors research results in human health professional training. Self-assessment should not be used as the primary or sole measure of clinical competence in veterinary medical training without the introduction of measures to ensure the accuracy of student self-assessment, measures that include active faculty mentoring of student self-assessment, student goal-setting and reflection, and availability of subsequent opportunities to practice additional self-assessment. 相似文献