Using a Card Sort Technique to Determine the Perceptions of First-Year Veterinary Students on Veterinary Professionalism Attributes Important to Future Success in Clinical Practice.

First-year veterinary students' perceptions on the veterinary professionalism attributes important to future success in clinical practice were explored using a card sort technique. The key findings were that self-oriented attributes (overall mean: 3.20; 42% responses were essential) and people-oriented attributes (overall mean: 3.13; 39% essential) were rated more highly than task-oriented attributes (overall mean: 2.98; 31% essential) (1-4 scale: 1 = irrelevant, 4 = essential). Within these overall ratings, the establishment/maintenance of effective client relationships (people-oriented attribute; mean: 3.84) and the ability to be composed under pressure and recover quickly (self-oriented attribute; mean: 3.82) received the highest scores. The highest task-oriented score was the ability to work to a high standard and achieve results (mean: 3.57). There was no difference between ethnicities or between men and women, but respondents < 20 years of age gave higher scores to people-oriented attributes than did older respondents (≥ 20 years). The use of the card sort technique has not been widely reported in veterinary educational literature, and so this study represents a novel approach to garnering opinions from newly enrolled veterinary students-a group of stakeholders whose views on this subject are seldom sought. The results show that first-year veterinary students have well-developed opinions on the key attributes of veterinary professionalism and indicate that the early development of students' opinions needs to be taken into consideration in the design of professionalism curricula within veterinary programs.

Curricular Review and Renewal at Massey University: A Process to Implement Improved Learning Practices.

Curriculum managers of the Bachelor of Veterinary Science program at Massey University have undertaken major curricular review every 5-10 years and also made adjustments to the program as a result of student and other stakeholder feedback. New curricula introduced in 2003 and 2013 aimed to address specific stakeholder requirements in the veterinary, agricultural, and allied industries. The new curricula initially sought to strengthen clinical skills but more recently focused on the core professional skill of client communication, the integration of knowledge and clinical skills, and a better understanding of the effects of herd health interventions on farm economics. The need for greater emphasis on the veterinarian's role in One Health at the intersection of humans, animals, and the environment was also recognized. The most recent curricular review was preceded by faculty enlightenment and discussion about innovative models of medical education with a focus on student-centered and integrated learning. A new curriculum was introduced from 2013 that presented more material in its clinical context, attempted to manage curriculum overload through a focus on Day One Competences, implemented vertical and horizontal integration of subjects, and introduced more problem-based and student-centered learning. Regular reviews of student workload were needed to ensure that the objectives were achieved, but student feedback has generally been positive.

The Influence of Rotational Length, along with Pre- and Post-Grazing Measures on Nutritional Composition of Pasture during Winter and Spring on New Zealand Dairy Farms.

The quality of ryegrass−clover pasture was investigated between August (winter: start of calving) and November (spring: end of breeding) on pasture-based dairy farms (>85% of total feed from pasture) that had short (n = 2, Farms A and B; winter ~30 days, spring ~20−25 days) or long (n = 2, Farms C and D; winter ~35 days, spring ~25−30 days) grazing rotations to determine whether quality was affected by grazing rotation length (RT). Weekly assessments of pasture growth and herbage quality were made using a standardised electronic rising plate meter, and near-infrared spectroscopy, respectively. Data were subjected to repeated measure mixed model analysis, in which herbage quality was the outcome variable. The highest pre-grazing dry matter (PGDM) and height, post-grazing dry matter (DM) and height, and number of live leaves per tiller (leaf regrowth stage, LS) were present in late spring. Neutral detergent fibre (NDF), acid detergent fibre (ADF), metabolisable energy (ME), and organic matter digestibility (OMD) were positively correlated to each other (r2 ≥ 0.8) whilst ADF and lipid, and ADF and OMD were negatively correlated (r2 ≥ −0.8; p < 0.01). Metabolisable energy content was negatively correlated with ADF and NDF (r2 = −0.7, −0.8, respectively), and was inversely related to PGDM. Metabolisable energy was higher (p < 0.05) in farms with shorter (overall mean: 11.2 MJ/kg DM) than longer (10.9 MJ/kg DM) RT. Crude protein was also inversely related to PGDM and was higher with shorter (23.2% DM) than longer (18.3% DM; p < 0.05) RT. Pre-grazing DM affected the amount of pasture that was grazed and, hence, the amount of DM remaining after grazing (post-grazing DM or residual), so that PGDM was correlated with post-grazing height and residual DM (r2 = 0.88 and 0.51, respectively; both p < 0.001). In conclusion, RT, LS, and PGDM during winter and spring influenced the herbage quality, therefore, better management of pastures may enhance the productivity of dairy cows.

Using the critical incident technique to determine veterinary professional competencies important for enhancing the veterinarian-client interaction.

BACKGROUND: While previous research has examined components of professionalism that veterinary employers and clients expect in veterinarians, little attention has been paid to practising clinical veterinarians' opinions on important professional competencies that help to enhance the veterinarian-client relationship. This study used a phenomenological approach and critical incident technique to gather the narratives of practising veterinarians in New Zealand about positive and negative veterinarian-client interactions. The intention was to identify the underlying principles of professionalism that resulted in the positive/negative outcomes of those interactions. METHODS: Twenty-two practising veterinarians were interviewed, and each respondent was asked to recollect and narrate a significant positive and a significant negative critical incident in their career that involved a veterinarian-client interaction within a clinical setting. The professional competencies that the veterinarian believed contributed to a successful or an unsuccessful outcome were elucidated using thematic analysis. RESULTS: Thematic analysis of the critical incident narratives revealed four major themes under the overarching theme of 'building a relationship between the veterinarian and the client': 'accountability and integrity', 'effective communication skills', 'personal wellbeing' and 'quality of care'. CONCLUSION: The description of the important professional competencies that helped to enhance the veterinarian-client relationship provides a reference for the practising profession to help improve the likelihood of veterinarians enjoying satisfied and successful careers.

A Nutritional Investigation of Major Feed Types and Feed Rations Used in Medium-Scale Dairy Production Systems in Sri Lanka.

In this paper, the nutritional quality, digestibility, and chemical composition of major feed types as well as the use of those feeds in rations by medium-scale dairy farmers in the Kurunegala district of Sri Lanka were studied. Nine dairy farms were visited fortnightly over a five-month period to identify the feeds that were commonly used. All farms operated under a stall-feeding system in which a manually mixed ration (MMR) was fed 2-3 times daily. Four forages were identified: Guinea grass ecotype A (Panicum maximum), called Guinea grass; Hybrid Napier CO-3 (Pennisetum purpureum × Pennisetum americanum), called CO-3 grass; Gliricidia (Gliricidia sepium); and maize stover (Zea mays L.), along with three other supplementary feeds (maize silage, barley distillers' by-products, and commercially formulated cattle feed). These feeds were subjected to proximate analysis and in vitro digestibility analysis. The metabolisable energy (ME) of the forages ranged from 7.5-10.0 MJ/kg dry matter (DM), with the ME of Guinea grass and CO-3 grass (7.5 and 8.0 MJ/kg DM, respectively) being lower than that of Gliricidia (10.0 MJ/kg DM). The neutral detergent fibre (NDF) concentration of both Guinea grass and CO-3 grass (both 72% DM) was much higher than that of Gliricidia (47% DM). Crude protein (CP) was higher in Gliricidia (17.5% DM) than in either Guinea grass or CO-3 grass (8.0 and 8.8% DM, respectively). The ME of the supplementary feeds varied between 11.0 and 12.8 MJ/kg DM, while CP varied between 15.0 and 24.0% DM. The daily ME intake of cows was consistently 10% lower than their calculated daily energy requirement; for dry cows, the mean intake was 90 MJ/cow/day supplied vs. 101 MJ required, while for cows in early lactation the mean intake was 126 MJ/cow/day supplied vs. 140 MJ required. The average CP intake of lactating cows (13.5% DM) was inadequate (requirements: 16 to 17.5% DM), while the average CP intake of dry cows (11.8% DM) was satisfactory (requirements: 11 to 12% DM). The current study shows that the majority of the feed types used in these medium-scale dairy farms provide insufficient ME or CP to meet the nutritional requirements of either lactating or dry cows irrespective of the quantity of feed provided.

Optimism, self-esteem, and social support as mediators of the relationships among workload, stress, and well-being in veterinary students.

Optimism, self-esteem, satisfaction with social support, and coping strategies were examined in relation to study-related subjective workload, stress, and life satisfaction. Questionnaires were distributed to students in the second, third, and fourth years of the five-year BVSc program at Massey University. One hundred fifty usable responses were received. Most respondents were female. Students with more optimism and self-esteem were less stressed than those who were more pessimistic or lower in self-esteem. Students who reported having heavy subjective workloads were more stressed, whereas students with higher self-esteem experienced more well-being. Men and women did not differ on any of the study variables, and there were no differences between students in different years of study. Recommendations include retaining initiatives to build well-being that are already in place. Support resources exist within the university, but students are often reluctant to seek help, so staff need to continue to identify students in need of additional help who might benefit from referral to a health practitioner. Where practicable, support service providers may be able to contribute actively to teaching. As well as helping students build effective social and coping strategies, this approach will provide students with additional information about the services that are available. Students may not see workshops on interpersonal skills or stress management as relevant unless they are linked to their immediate concerns.

Workload, study methods, and motivation of students within a BVSc program.

The workloads, study methods, and motivation of students in a five-year BVSc program were studied using questionnaires and focus groups. Students in each year of the program were asked, on three occasions over an academic year, to record details of their out-of-class study time for each course they were taking and to record the study methods they used, how they prioritized their time between subjects, and how they allocated time to study and leisure activities. Mean response rates were 57% (range: 43-85%). Overall mean out-of-class study time ranged from 19 hours per week in Year 2 to 28 hours per week in Year 4. Study time was related to the level of interest the student had in the subject, the demands of assessments, and the number of subjects being studied. Study methods were related to students' perceptions of the requirements of the subject as well as to their interest in it. Reliance on memorization and the use of set study materials were the predominant methods for courses with low interest scores, whereas higher interest was associated with a broad range of study methods. Leisure time was ring-fenced, especially when workloads were high. Students' motivation was high when they were studying subjects that were new or were seen as relevant to clinical practice; when working with animals or with enthusiastic faculty members; and when involved in subjects more tightly focused on the ultimate goal of becoming a practitioner. It was poor when students were faced with high workloads, disciplines becoming "stale," excessive detail, and low perceptions of relevance. Constant assessment activities were also seen as a burden. In terms of good learning practices, workload and the demands of assessment were considered to be antagonistic. A tension between these perceptions of students and the values of faculty in terms of the development of critical thinking skills in the program is evident.

Are the concepts of andragogy and pedagogy relevant to veterinary undergraduate teaching?

Knowles and colleagues have described teaching methods as being either teacher centered, with dependent learning (pedagogy), or learner centered, with independent learning underpinned by the learners' experience and intrinsic motivation (andragogy). This paper argues that both models can be recognized within veterinary undergraduate programs. Veterinary students enter the program with a high level of intrinsic motivation and are prepared to invest considerably in comprehending the material that is presented to them. While this should result in learners whose behavior fits the assumptions underlying andragogy, information overload, poor communication of the relevance of material, teaching by transmission, and examination by memorization often confine learning to the dependent learning characteristic of pedagogical approaches. Students' experience and practical ability should develop as they progress through the program. Drawing upon experience provides opportunities for both fleshing out and putting in context the declarative knowledge from the didactic components of the curriculum. Where this is achieved (either in the clinical or preclinical curriculum), students' motivation and interest is stimulated, resulting in andragogical responses of enhanced motivation and engagement with the subject. Pedagogy and andragogy can, however, be complementary, rather than antithetical. Students enter a new subject with minimal experience and little knowledge about it, so a pedagogical methodology may be the most efficient way of initiating understanding. However, as understanding develops, an andragogical method becomes more appropriate, progressively developing students' independence of learning. The cycle may repeat itself during the program, with the balance changing along with changes in knowledge, goals, experience, and context.