Facilitating Development of Problem-Solving Skills in Veterinary Learners with Clinical Examples.

This paper seeks to open discussion on the teaching of problem-solving skills in veterinary learners. We start by defining the term problem before discussing what constitutes problem-solving. For veterinary medical learners, problem-solving techniques are similar to those of decision-making and are integral to clinical reasoning. Problem-solving requires the veterinary learner to organize information logically to allow application of prior or new knowledge in arriving at a solution. The decision-making must encompass choices that provide the most beneficial and economical approach. In a modification of an existing protocol, we suggest the inclusion of the 5 elements: (1) define the problem list; (2) create an associated timeline; (3) describe the (anatomical) system involved or the pathophysiological principle applicable to the case; (4) propose management for the case; and (5) identify unique features of the case. During problem-solving activities, the instructor should take the role of facilitator rather than teacher. Skills utilized in the facilitation of problem-solving by learners include coaching, differential reinforcement, effective feedback, modelling and 'think out loud'. Effective feedback must inform learners of their progress and performance, as this is fundamental to continued learning and motivation to succeed. In order to put the above into context, we end with an example case scenario showing how we would approach the teaching of problem-solving to veterinary learners.

Effective Veterinary Clinical Teaching in a Variety of Teaching Settings.

This review explores different modalities for clinical teaching of veterinary learners globally. Effective clinical teaching aims to prepare graduates for a successful career in clinical practice. Unfortunately, there is scant literature concerning clinical teaching in veterinary medicine. Our intent for this review is to stimulate and/or facilitate discussion and/or research in this important area. We discuss the different forms that veterinary clinical teaching can take, depending on their setting, which can be university-based clinical activities, work-based in commercial clinical practices, or in a traditional academic setting with little to no real-time exposure to clients and patients. We suggest that each of these modalities has a place in clinical teaching of veterinary learners at any point in the curriculum but that a mix of these approaches will likely provide an improved experience for the learner. Further, we discuss strategies to improve clinical teaching in these different settings. Potential strategies related to the teaching skills of clinical instructors could include training in delivery of clinical teaching in a variety of learning settings, and instructors' official recognition, including opportunities for career progression. Potential strategies to improve clinical teaching in different teaching settings would vary with the learning settings. For example, in traditional academic settings, case-based learning with incorporation of simulation models is one proposed strategy. The involvement of learners in 'teach-others' is a strategy for both traditional academic and clinical settings. Finally, clearly addressing Day One competencies is required in any clinical teaching setting.

Using the Five-Microskills Method in Veterinary Medicine Clinical Teaching.

Effective clinical teaching is essential for the development of veterinary learners. Teaching clinical reasoning is a challenge for veterinary instructors as many lack adequate training in clinical teaching. In this paper, we propose the use of the five-microskills (FMS; also known as the one-minute preceptor) model of clinical teaching as a tool that can be used not only in teaching during clinical encounters but also during traditional teaching sessions (e.g., practicals). The FMS model assists the instructor in estimating the level of knowledge and development of the learner and allows for providing feedback. The FMS model is applicable in the busy clinical or teaching schedule of the instructor and requires training only of the instructor, not the learner. We provide two examples of the use of the FMS model, one of a clinical encounter and the other a biochemistry practical. From the examples, readers should be able to extract the basis of the model and start using it in their day-to-day practice. For proper use of the model, 1-4 h of training is usually recommended.

Investigations of selected pathogens among village pigs in Central Papua, Indonesia.

Village pig husbandry is an important part of livestock production in Papua Province, Eastern Indonesia. However, high level of disease and mortality constrains production. The aim of this study was to investigate the prevalence of the selected pathogens in village pigs in the Jayawijaya Region of Papua Province, Indonesia. Two studies were conducted: Study 1 determined the prevalence of selected pathogens in dead or moribund pigs sent to the main local market for sale. Study 2 recorded the prevalence of the selected pathogens, on pig farms in the Subdistrict of Wamena that had not recorded a case of pig mortality during the duration of Study 1. Blood samples of individuals from both groups were tested for CSF antigen and antibody, as well as antibody against PCV2. Organs with evident pathological changes from Study 1 and tonsilar swabs from Study 2 were subjected to bacteriological culture and identification of Streptococcus suis and Streptococcus zooepidemicus. Faecal samples from both studies were examined for eggs of strongyle parasites, Trichuris suis, Ascaris suum, Strongyloides ransomi and coccidia. The main infections in both studies were CSF, PCV2 and strongyle parasites, but prevalence was higher in Study 1 (P < 0.05). T. suis and S. zooepidemicus were prevalent in pigs in Study 1, but rare in healthy pigs (P < 0.05). Infections with coccidia, A. suum and S. ransomi were common but did not differ between groups (P < 0.05), with S. suis infections uncommon in both studies. This suggests that infections with CSF, PCV2, strongyle and T. suis are important pathogens in village pig farms in Jayawijaya. Local pig husbandry practices, such as confining pigs and heat-treating pig feeds, may be practical solutions to help minimize infection in village pigs in Jayawijaya.

Traditional pig farming practices and productivity in the Jayawijaya region, Papua Province, Indonesia.

The objective of the current survey was to provide an update on pig farming practices in the Jayawijaya region, Papua Province, Indonesia. A structured semi-close-ended questionnaire was used to interview 367 farmers across the Jayawijaya region. Results showed that farms, on average, comprised of 8.8 pigs (CI 8.5-9.1). The average litter size was 6.0 (CI 5.7-6.3) piglets, the farrowing frequency was once a year, and the annual mortality rate was 50.2% (CI 48.4-51.9). On average, 43.4% farms (CI 36.4-50.7) allowed pigs to roam freely during daylight hours. Farmers used pigs for their own consumption (62.4%, CI 57.4-67.4), as a gift (56.6%, CI 51.5-61.7), or for sale (50.7%, CI 45.6-55.8). Veterinary services were used intensively by just 11.7% of farmers (CI 8.2-16.5). Furthermore, 34.2% (CI 29.3-39) of farmers would sell sick pigs, and 63.1% (CI 58.2-68.1) would slaughter and consume them. It was also recorded that 68.6% of farmers (CI 63.7-73.4) would eat sick pigs that had died naturally. These findings suggest that traditional pig farms in Jayawijaya are of low productivity. Moreover, the free roaming of pigs and the sale and consumption of sick pigs have the potential to allow pathogens to circulate between pig and human populations.