Extended reality veterinary medicine case studies for diagnostic veterinary imaging instruction: Assessing student perceptions and examination performance.

Educational technologies in veterinary medicine aim to train veterinarians faster and improve clinical outcomes. COVID-19 pandemic, shifted face-to-face teaching to online, thus, the need to provide effective education remotely was exacerbated. Among recent technology advances for veterinary medical education, extended reality (XR) is a promising teaching tool. This study aimed to develop a case resolution approach for radiographic anatomy studies using XR technology and assess students' achievement of differential diagnostic skills. Learning objectives based on Bloom's taxonomy keywords were used to develop four clinical cases (3 dogs/1 cat) of spinal injuries utilizing CT scans and XR models and presented to 22 third-year veterinary medicine students. Quantitative assessment (ASMT) of 7 questions probing 'memorization', 'understanding and application', 'analysis' and 'evaluation' was given before and after contact with XR technology as well as qualitative feedback via a survey. Mean ASMT scores increased during case resolution (pre 51.6% (±37%)/post 60.1% (± 34%); p < 0.01), but without significant difference between cases (Kruskal-Wallis H = 2.18, NS). Learning objectives were examined for six questions (Q1-Q6) across cases (C1-4): Memorization improved sequentially (Q1, 2 8/8), while Understanding and Application (Q3,4) showed the greatest improvement (26.7%-76.9%). Evaluation and Analysis (Q5,6) was somewhat mixed, improving (5/8), no change (3/8) and declining (1/8).Positive student perceptions suggest that case studies' online delivery was well received stimulating learning in diagnostic imaging and anatomy while developing visual-spatial skills that aid understanding cross-sectional images. Therefore, XR technology could be a useful approach to complement radiological instruction in veterinary medicine.

Redesigning and teaching veterinary microbiology laboratory exercises with combined on-site and online participation during the COVID-19 pandemic.

The COVID-19 (coronavirus disease 2019) pandemic has forced universities to find new ways to conduct learning and teaching, as traditional face-to-face teaching has been prevented or restricted to an absolute minimum in many instances. Therefore, we redesigned and taught second-year veterinary student microbiology laboratory exercises (labs) with a hybrid learning approach. For this, a novel 'remote partner' model was implemented in which students present on-site in the laboratory worked synchronously pairwise with their remote partner present online. A student feedback survey revealed that in this remote partner model, both on-site and online participation in the labs were experienced as being useful in improving their laboratory skills. The students' overall performance in hands-on microbiological laboratory skills and safe working practices was similar in the hybrid learning approach (the 2021 class) and in the traditional on-site participation approach (the 2018-20 classes). This study suggests that the remote partner model is an effective way to acquire microbiological laboratory skills. This learning approach can be used in the non-pandemic future and/or also be applied to other fields.

VetGDP 2: building new vet confidence.

In this article, the second in our series from the RCVS, Linda Prescott-Clements explains how the Veterinary Graduate Development Programme (VetGDP) will offer new vets the support of VetGDP advisers. Also, on page 340, established new graduate mentor Charlotte Moody gives her perspective on the importance of the adviser's role.

VetGDP 3: advising for the future.

Veterinary Graduate Development Programme (VetGDP) advisers will be central to supporting new graduates as they set, and reach, their professional development goals and settle into life as a veterinary professional. In this article, the third in our series from the RCVS, we hear from three senior vets about their reasons for becoming VetGDP advisers and their experience of the online training they are undertaking.

VetGDP 1: the origins of the programme.

Over the next few months, the RCVS will be giving us more details of its new Veterinary Graduate Development Programme (VetGDP). In this first article, chair of the education committee Sue Paterson explains the origins of the scheme and how the construction of the VetGDP was framed by an evidence base provided by students, new graduates and veterinary practices.

Effect of a high-intensity one-week training programme and student-level variables on the bovine transrectal palpation and pregnancy diagnosis skills of final-year veterinary students.

BACKGROUND: To improve bovine transrectal palpation (TRP) and pregnancy diagnosis (PD) training, the effect of a high-intensity one-week training programme for veterinary elective students (N=59) with an interest in production animal practice was evaluated. METHODS: Training consisted of exposure to rectal examination simulators, abattoir organs, theory materials and live cow PDs supervised by experienced large animal practitioners. Palpation skills were assessed before and after training using a validated TRP Objective Structured Clinical Examination (OSCE) in non-pregnant cows. Each student then performed PDs (n=12) on cows of known pregnancy status. Students' PD accuracy was measured as sensitivity and specificity, being respectively defined as the proportion of pregnant and non-pregnant cows correctly identified. RESULTS: Students' scores improved from the first to the second OSCE (P=0.03), mostly as a result of improved ability to identify uterine symmetry/asymmetry and the presence/absence of a corpus luteum on the right ovary (P<0.01 and P=0.03, respectively). Overall student sensitivity and specificity of PD were 89.1 per cent (95 per cent CI 78.1-92.2 per cent) and 67.7 per cent (95 per cent CI 60.1-74.5 per cent), respectively. CONCLUSION: This prospective cohort study describes a strategy to improve students' TRP skills with the potential to reduce training time and animal use at teaching institutions by outsourcing student training to private practitioners.

Analysis of teaching methods in anaesthesia in the undergraduate curriculum of four veterinary universities.

OBJECTIVE: To design a holistic audit tool to assess the effectiveness of anaesthesia teaching strategies, and thereby to study veterinary undergraduate teaching methods in different geographical areas. STUDY DESIGN: Qualitative study using interviews of university staff and students to identify common themes and differences in teaching veterinary anaesthesia. METHODS: An audit was performed using an audit tool in four veterinary universities (École Nationale Vétérinaire d'Alfort, France; Royal Veterinary College, UK; University of Buenos Aires, Argentina; and Alma mater studiorum - Università di Bologna, Italy). First, an open-question interview of anaesthesia head of service (60-90 minutes) identified the pedagogical strategies in order to conceive a subsequent semi-directive interview formulated as a SWOT analysis (Strength/Weaknesses/Opportunity/Threats). Second, the SWOT reflection was conducted by a second staff member and focussed on: 1) general organization; 2) topics for pre-rotation teaching; 3) teaching methods for clinical rotation; and 4) assessment methods. Qualitative analysis of the interview responses was performed with semi-structured interviews. Finally, the students evaluated their teaching through a students' questionnaire generated from the output of both interviews. RESULTS: A group of nine lecturers and 106 students participated in the study at four different sites. Preclinical teaching ranged from 13 to 24 hours (median 15 hours). Clinical teaching ranged from 4 to 80 hours (median 60 hours). Overall, all faculties perceived time as a limitation and attempted to design strategies to achieve the curriculum expectations and optimize teaching using more time-efficient exercises. Large animal anaesthesia teaching was found to be a common area of weakness. Internal feedback was delivered to each university, whereas generalized results were shared globally. CONCLUSIONS: This preliminary study proved the generalizability of the protocol used. Recruiting a larger pool of universities would help to identify and promote efficient teaching strategies and innovations for training competent new graduates in an ever-expanding curriculum.

Highlighting the role of veterinary pharmacists in zoonotic diseases including COVID-19.

Veterinary pharmacy is an often unknown and therefore, underrepresented career path for pharmacists. Uniquely, pharmacists-even untrained in veterinary medicine-are the only health professionals legally allowed to provide care for human and nonhuman patients. The 2019 coronavirus disease (COVID-19) pandemic is a peculiar situation that, not only highlights veterinary pharmacy as a career path, but stresses the role veterinary pharmacists, trained in both human and veterinary medicine, can play in zoonotic diseases. Specialized training in veterinary medicine allows the pharmacist to serve as a resource for both physicians as well as veterinarians during zoonotic events by helping to ascertain feasibility of therapeutic options given the species. In addition, veterinary pharmacists involved in translational research would be vital for the drug development process as they would be aware of biologic nuances between the species and how they may affect the ultimate therapeutic outcome.

Perceptions of the feedback process: a case study of veterinary residents and supervisors.

BACKGROUND: Appraisal of resident clinical performance is critical during training. The most common method for this is feedback to residents based on impressions of supervising clinicians. How effective these practices are for veterinary residents remains unknown. This study focused on establishing perceptions of veterinary residents and supervisors regarding the feedback process. METHODS: A qualitative case study format was chosen to investigate the perceptions and experiences within a well-developed residency programme. The study cohort consisted of veterinary residents and supervisors from the same specialties. Qualitative data were collected through individual semistructured interviews continuing iteratively until theoretical saturation was reached (14 in total). RESULTS: Mismatches in resident and supervisor perceptions were evident regarding positive feedback delivery and the importance of dialogue. The nature of the resident/supervisor relationship and the efficacy of feedback were closely interlinked. The development of a feedback-friendly culture would be beneficial. Residents perceived that feedback on teaching was lacking. Milestones were perceived to be lacking. CONCLUSION: The results highlight a need for change away from the 'no news is good news' culture. Development of training workshops, formation of closer relationships between supervisors and residents, and a transition to competency-based education may be necessary.

Guidelines for Implementing a Low-Cost Volunteer Desexing Skills Training Program for Veterinary and Veterinary Technology Students.

Although desexing surgeries are considered a core clinical skill for small animal veterinary practice, it can be challenging for veterinary schools to provide students with adequate training opportunities in the traditional curriculum. At the Massey University School of Veterinary Science, we recently established an innovative extracurricular volunteer program designed to have students teaching other students how to perform different elements of desexing procedures as they progress through their degree. This program includes administrative and assistant roles for first-year students (responsible for client communication, patient restraint, and medical record keeping), physical exam and recovery roles for second-year students (responsible for assessing patient fitness for surgery, drawing up anesthetic drugs, and monitoring patients in recovery), anesthesia and neuter surgeon roles for third-year students (responsible for inducing, preparing, and monitoring spay patients and performing cat neuter surgeries), and spay surgeon roles for fourth- and fifth-year students (responsible for performing cat spay surgeries, discharging patients, and following up with clients to monitor recovery). This program has been successful in improving student confidence and competence while also providing a valuable low-cost desexing service to the community. In this article, we discuss the practical considerations and processes involved in implementing this program, including mapping the existing surgical curriculum, recruiting patients, setting up the surgical facilities, purchasing equipment and supplies, establishing standard operating procedures, developing training materials, maintaining clinic records, and monitoring program outcomes. These resources can serve as guidelines for other veterinary schools looking to expand desexing surgery training opportunities for students.

Identifying entrustable professional activities for surgical skills training in companion animal health.

BACKGROUND: Veterinary medical education is increasingly moving towards outcome-based training based on competency frameworks. A source of concern is the translation of competencies into the practice of clinical teaching, for example, surgical skills training. It is suggested that the use of entrustable professional activities (EPAs) might bridge this gap. The purpose of this study, therefore, was to identify EPAs related to surgical skills for companion animal health to enhance competency-based education. METHODS: Draft versions of EPAs related to surgical skills were established by an iterative consensus-based approach through 45-min interview sessions. These draft versions were used to explore the opinion of companion animal veterinarians, both veterinarians (specialists, residents and interns) involved in undergraduate teaching and veterinarians working in private practice involved in extramural clinical teaching, on the relevance and level of entrustment of the EPAs through a modified Delphi procedure. Mean (relevance) and median (level of entrustment) scores were calculated and textual comments were analysed to create a final framework of EPAs related to surgical skills. RESULTS AND CONCLUSION: The Delphi panel reached consensus in three rounds. Thirty-four per cent of those invited to participate in the study completed the final survey. Finally, a list of 13 EPAs related to companion animal surgical skills a student should be entrusted to perform at time of graduation was established.

Benchmarking veterinary librarians' participation in systematic reviews and scoping reviews.

OBJECTIVES: The objectives of this study were to benchmark roles that veterinary librarians at universities and colleges play in systematic reviews (SRs) and scoping reviews that are conducted by faculty and students at their institutions, to benchmark the level of training that veterinary librarians have in conducting SRs, to identify barriers to their participation in SRs, and to identify other types of literature reviews that veterinary librarians participate in. METHODS: Sixty veterinary librarians in universities and colleges in Canada, the United States, England, Scotland, Ireland, Australia, and New Zealand were surveyed online about their roles and training in conducting SRs, barriers to participation in SRs, and participation in other types of literature reviews. RESULTS: Veterinary librarians' highest participation was at an advising level in traditional librarian roles as question formulator, database selector, search strategy developer, and reference manager. Most respondents reported pretty good to extensive training in traditional roles and no or some training in less traditional roles. Sixty percent of respondents received few or no requests to participate in SRs, and only half of respondents had participated in SRs as a review team member. Sixty percent of respondents stated that their libraries had no policies regarding librarian roles and participation in SRs. CONCLUSIONS: The surveyed veterinary librarians participated in SRs to a lesser degree than human health sciences librarians, experienced low demand from veterinary faculty and students to participate in SRs, and participated as review team members at significantly lower rates than human health sciences librarians. The main barriers to participation in SRs were lack of library policies, insufficient training, and lack of time.

[Digitization in teaching? - An analysis of requirements for implementing lecture recording in veterinary education]. / Digitalisierung der Lehre? ­ Begleitende Bedarfsanalyse zur Implementierung von Vorlesungsaufzeichnungen in der tiermedizinischen Ausbildung.

OBJECTIVE: The implementation of lecture recordings at the University of Veterinary Medicine Hannover, Foundation, was accompanied by the current study investigating students' and teachers' acceptance of and requirements for this teaching format. MATERIAL AND METHODS: Data were collected using questionnaires and guideline-based focus group surveys with students and teachers at the University of Veterinary Medicine Hannover, Foundation. RESULTS: Despite skepticism, teachers at the University are prepared to have their lectures recorded and prefer the option to provide the students with a short version of their lectures. All interviewed focus groups identified similar requirements for lecture recordings, including updating and editing options. Students wish to expand the lecture recording offer in veterinary medicine, while the teachers expressed their desire for support measures, including instructions and training. CONCLUSION: The present study will contribute to the optimization of lecture recording for students and teachers of veterinary medicine. The lecture recording offer can be adapted to the indicated requirements. Teachers who were skeptical of lecture recording have already been convinced to record. The use of mobile technology enables the expansion of the lecture recording possibilities. With the continuation of digitization, teaching material and didactics in veterinary medicine can be further enriched.

Student participation in governance of medical and veterinary education: experiences and perspectives of student representatives and program directors.

Student participation in governance of education is of growing interest. However, it remains unclear what factors render this participation in institutional governance a success or a failure. Another question is: what are the perceived benefits for schools and students? We empirically explored experiences and perspectives of student representatives and program directors of all (8) medical and (1) veterinary schools in the Netherlands on factors that influence student participation in institutional governance and its values and challenges for schools and student representatives. A constructivist grounded theory study was performed. A theoretical sample of student representatives was invited to fill out an explorative, qualitative questionnaire. Next, focus groups with student representatives and interviews with all program directors were conducted. Data was analyzed using open, axial and selective coding by all authors. Experiences and perspectives of students and program directors were remarkably similar in both perceived influences and values. Four main categories of influences could be distinguished in student participation: (1) individual student characteristics, (2) individual staff characteristics, (3) the organization of student representatives and (4) the school's organization, including its culture and policy regarding student participation. A cohesive, well-organized and independent student organization has crucial impact on student participation in educational governance processes. For representatives, major benefits of participation are personal and career development. Challenges are low effectiveness and efficiency of their actions. A clear school policy on student participation and better introduction, feedback and coaching of representatives should be provided to improve student participation in governance processes.

How should the profession address workforce shortages?

Senior figures representing large veterinary employers and independent practices across the UK recently met to discuss recruitment and retention issues and other challenges. Adele Waters reports.