Attitudes toward Virtual Admissions Interviews among Applicants to a Veterinary School.

Virtual interviews have gradually begun to be utilized in health professions education; however, the COVID-19 pandemic resulted in virtual interviews rapidly becoming commonplace for the 2020-2021 admissions cycle. This study aimed to evaluate attitudes toward and experience with virtual interviews of applicants to a veterinary medical college. All applicants to the Midwestern University College of Veterinary Medicine (MWU-CVM) were provided with a link to a voluntary, anonymous survey after completing a virtual interview with the program. A 27.5% response rate (114/415) was obtained. Responses indicate widespread acceptance of virtual interviews, with respondents noting they would be more likely to interview for an out-of-state program with a virtual interview option and most feeling more positively about the program after their virtual interview. In-person interviews were preferred by 62.3% of applicants, while 32.5% favored a virtual option. Most applicants (58.8%) applied to more than six schools, indicating a major burden of cost and time associated with veterinary college applications. Students who experienced technical difficulties were less likely to feel positively about the interview (p = .01). Overall, virtual interviews were viewed favorably by applicants, although many indicated a preference for an in-person interview when possible. Prioritizing an accessible technology platform and high-quality sound input/output for interviewers may help foster a more positive virtual interview for applicants. Virtual interviews are a viable option for veterinary admissions interviews associated with a positive applicant experience.

Anatomy education in Ottoman-Turkish veterinary schools during 19th century and Papier-Mache models.

Veterinary medicine was recognized as a scientific discipline for the first time in 1762 in France. After a while, the first Ottoman-Turkish veterinary school was established in 1842, primarily for the improvement and welfare of army horses. There is not much detailed information about the content of the anatomy education and materials in the early days of veterinary schools apart from the anecdote that Gurlt's illustrated anatomy books were being used. The purpose of this study is to research anatomy education in the 19th century, when Ottoman-Turkish veterinary medicine was established, as well as the Papier-mâché models used in anatomy education, searching primary and secondary sources that can be accessed online. It has been determined that the normal and pathological anatomy models of humans and various domestic animals made by Dr. Auzoux were ordered to be used in the anatomy education of the newly established veterinary schools. The whereabouts of these models, which did not reference in publications until now, are unknown. However, examining these models is regarded to be crucial for understanding the veterinary anatomy perspective and educational content of the period.

Most students have experience making radiographs prior to veterinary school but have limited radiation safety training.

The use of radiation for the diagnosis of various medical conditions is ubiquitous in veterinary medicine, and manual restraint of a patient during X-ray exposure has become commonplace. Many prospective veterinary students have been involved with radiographs in general practice prior to veterinary school. Their experiences and level of safety training are largely unknown.   This prospective survey study involved two web-based questionnaires that were used to evaluate the experiences, knowledge, and attitudes toward radiation and how these changed following a radiation safety lecture as part of their first-year curriculum. The questionnaires were distributed to 122 first-year veterinary students before and after this lecture. All participating students (100%) had worked in a veterinary hospital prior to admission to veterinary school and 79% were involved in making radiographs; however, only 28% reported receiving radiation safety training. The content of the safety training reported was variable. After the radiation safety lecture, students were more likely to report that the radiation safety training they had received was useful, but fewer students reported feelings of safety when using radiation. Despite most students being involved with radiation in practice, few had received radiation safety training, as hypothesized. Contrary to our second hypothesis, a single lecture did significantly improve knowledge and attitudes in several, but not all, instances. Importantly, once students gained knowledge regarding radiation, they placed more importance on its safe use. These results suggest that in-clinic training of students in radiation safety is insufficient and that lecture-based training is useful for certain concepts.

Assessing the Educational Value of a Zoo Placement for Veterinary Students: A Report on Student Feedback and Perceptions.

Zoological medicine is an expanding field with limited practical training opportunities for veterinary students. Those training programs that do exist require significant financial and resource investment by both veterinary schools and the zoological organizations involved. This article summarizes the findings of a retrospective survey of students carried out to ascertain the educational value of a compulsory 5-day-long zoo clinical placement for final-year veterinary students. We aimed to explore the placement's potential impact on students' knowledge and attitudes toward zoological medicine and the role of modern zoos and conservation. Data were collected by means of an end-of-placement questionnaire (N = 200) and statistically analyzed for pre- versus post-placement changes and the effect of pre-placement interest and experience on student responses. Despite the placement's short time frame and lack of opportunity for in-depth comprehensive training in zoological medicine, students reported that the placement had a positive educational impact. More than 90% of students stated that their understanding about modern zoos was good or excellent at the end of the placement (compared with 35.0% before the placement), and 43.0% reported that the placement had a positive impact on their attitudes toward zoos. Students self-reported an increased understanding of the work of zoo clinicians, and there was a highly significant positive change in the students' reported opinions regarding wildlife conservation in general. We provide preliminary evidence to suggest that even short-duration but immersive zoo-based practical training has positive educational value for veterinary students.

Veterinary Clinical Education Delivery Models: A Conceptual Framework.

The sustainability of the traditional university-owned and -operated veterinary teaching hospital has been discussed for many years. Concerns around the shortage and lack of diversity of clinical faculty, financial sustainability, and suitability of secondary and tertiary case load for the development of Doctor of Veterinary Medicine students' Day One Competences are perennial issues. Consequently, many schools have been looking at alternative ways of delivering veterinary clinical education. This article provides a conceptual framework for evaluating the delivery of veterinary clinical education, providing putative advantages and disadvantages of each model for further empirical investigation. Four different models are proposed-owner, third party, embedded distributive, and fully distributive-that can broadly be defined along two dimensions: the degree of integration of the clinical enterprise with the academic enterprise and the degree of authority of the dean/head of school with respect to clinical enterprise governance and their role in budgetary, investment, and hiring decisions. The author offers a typology that may assist deans/heads of schools make strategic decisions about the mode of delivery of veterinary clinical education for their school.

Visualization Technologies for Learning and Teaching Veterinary Acarology and Entomology.

Educational technologies are tools and resources used for improving teaching, learning, and creative inquiry. Visualization technologies (VTs) fall within this category and comprise a high diversity of strategies from simple infographics to complex forms of visual data analysis. Traditionally, parasitology has been a challenging subject in medical and veterinary degree courses due to the high number of scientific names, morphological characters, and complex life cycles, among other factors. This has been reinforced by conventional teaching methods with limited innovation strategies. Here we present the design and evaluation of an interactive album of veterinary acarology and entomology, "Álbum Interactivo de Acarología y Entomología Veterinaria" (AIAEV). This tool was assessed through three strategies: (1) a mean grade comparison between veterinary parasitology classes before and after VT implementation, (2) a system usability scale (SUS), and (3) a student/user satisfaction index. The grade value was higher in the class after implementation, the SUS total score was 80.05 (excellent), and 93.75% considered it a useful tool. This is the first study aimed at investigating the use of VTs to teach veterinary acarology and entomology and shows promising results to develop and implement digital technologies in this and other veterinary curricula disciplines.

Environmental Sustainability in Veterinary Medicine: An Opportunity for Teaching Hospitals.

Climate change is one of the greatest public health threats of the twenty-first century. Recent surveys of veterinary students and practicing veterinarians have highlighted their concerns about the impacts of climate change on animal health and a strong desire to be knowledgeable about the practice and promotion of environmental sustainability within clinical practice. Most American Veterinary Medical Association (AVMA)-accredited veterinary schools have a veterinary teaching hospital (VTH) where veterinary students receive their core clinical education. Given this, VTHs may provide opportunities for students to learn how veterinary clinics can decrease their environmental footprint and actions they could incorporate into their future clinical work. To assess the feasibility of and support for introducing environmentally sustainable practices into VTHs, we distributed an anonymous online survey to all AVMA-accredited veterinary schools with an associated VTH. Responses were received from 843 individuals representing 23 VTHs in 7 countries. While the overwhelming majority of responding personnel believe this is an important topic, there is little evidence that sustainable behaviors are being practiced or showcased within VTHs. Respondents were most interested in working to increase recycling and reduce general waste and energy consumption within their hospitals. In addition to a lack of educational resources, funding was a commonly identified barrier to incorporating more environmentally sustainable practices. These results add to the growing evidence that enhanced incorporation of sustainability into veterinary medical education at all stages is needed and that VTHs provide a unique opportunity to lead by example.

Outreach Medicine as an Experiential Teaching Tool to Improve Veterinary Student and Client Education.

Outreach medicine is used to improve students' medical, technical, behavioral, and communication training among health professional schools; it is also used in veterinary schools, but little has been described on its educational impacts among pre-clinical veterinary students. Aiming to train practice-ready graduates, we established a monthly nonprofit vaccine clinic serving low-income clients to provide pre-clinical veterinary students with a realistic experiential learning environment. We developed surveys to assess the educational impacts of outreach medicine on pre-clinical veterinary student and client education. We received 101 student surveys, 26 educator (i.e., veterinarians and registered veterinary technicians) surveys, and 96 client surveys. Veterinarians, students, and technicians reported that students improved in important veterinary skills such as client communication, subcutaneous injection, patient handling, and physical examination. They also reported improved confidence in students' clinical decision making. Veterinarians valued the vaccine clinic as a favorable educational tool to teach behavior assessment and low-stress handling, and they highlighted that experiential learning via the vaccine clinic provided students with a clinical experience representative of most veterinarian practices (i.e., small animal general practitioner). Clients reported that the clinic's students and veterinarians greatly improved their knowledge of their pets' care and vaccines-notably, their knowledge of rabies and leptospirosis improved. Outreach medicine in the form of a vaccine clinic creates valuable experiential learning opportunities that increase veterinary student preparedness and complement didactic, laboratory, and case-based teaching.

Correlation of Chronotype (Lark versus Night Owl Status) with Mind-Set and Effect of Chronotype on Examination Performance in Veterinary School.

Chronotype describes what time of day people are most productive, with the specific terminology of larks (productive early in the day) and night owls (productive late in the day). Society, including education, schedules work at times that generally favor larks. The goals of this study were to (a) define our student population regarding mind-set and chronotype, (b) examine the relationship between chronotype and mind-set score, and (c) examine the relationship between lark score and examination score with examinations offered at varying times of day. The null hypotheses were that there would be no relationships between these variables. If the hypotheses were not proven, this information would be used to educate students about personal management to optimize academic success and to help the college determine if scheduling or other variations in examination implementation could be altered to permit students to demonstrate best their knowledge and skills. There were 184 participants from the classes of 2020-2022. Overall, there were few definite night owls or larks, with 55% of participants categorized as neither. Overall, 78% of students had either a strong growth mind-set or a growth mind-set with some fixed ideas. No meaningful association between chronotype and mind-set score was observed. There was neither a significant main effect for chronotype nor a significant interaction with start time for examinations. Scheduling of examinations in the early morning did not negatively impact student performance based on chronotype in this study.

A CTSA One Health Alliance (COHA) survey of clinical trial infrastructure in North American veterinary institutions.

While a necessary step toward enhancing rigor and reproducibility of veterinary clinical trials conducted on the translational spectrum includes understanding the current state of the field, no broad assessment of existing veterinary clinical trial resources has been previously conducted. Funded by a CTSA One Health Alliance (COHA) pilot award, the goal of this project was to conduct an electronic survey of North American Veterinary Colleges regarding practices in veterinary clinical trial review, approval, conduct, and support in order to identify opportunities to leverage existing resources and develop new ones to enhance the impact of veterinary and translational health research.A total of 30 institutions were invited to participate in the survey and the survey response rate was 73 %. The most common source of funding noted for veterinary clinical research was industry (33 %); however, respondents reported that only 5 % (3.7-11.0) of studies were FDA-regulated. Respondents indicated that most studies (80 %); conducted at their institution were single site studies. Study review and approval involved the IACUC either solely, or in combination with a hospital review board, at 95.5 % of institutions. Workforce training related to clinical research best practices was variable across institutions. Opportunities were identified to strengthen infrastructure through harmonization of clinical research review and approval practices. This might naturally lead to expansion of multi-site studies. Based on respondent feedback, future workforce development initiatives might center on training in the specifics of conducting FDA-sponsored research, Good Clinical Practice (GCP), clinical study budget design, grants management, adverse event reporting, study monitoring and use of electronic data capture platforms.

Experiences of employers, work colleagues, and mentors with new veterinary graduates and preferences towards new graduate support programmes.

Aims: To describe the experiences of employers, work colleagues, and mentors who have recently worked with new veterinary graduates in New Zealand, explore factors influencing perceptions of new graduate performance, and identify opportunities for providing better support to new graduates and their employers. Methods: All veterinarians registered with the Veterinary Council of New Zealand (VCNZ) were invited to participate in a cross-sectional survey. Descriptive statistics were calculated for all study variables and a mixed-effects multivariable logistic regression model was constructed to explore factors associated with perceptions of new graduate performance. Thematic analysis was performed on free-text comments to identify key issues with new graduate support. Results: The survey was completed by 83 veterinarians with 68 (81.9%) providing information on 95 individual new graduates they had mentored. New graduates exceeded expectations in their ability to research cases and communicate with colleagues while time management and awareness of financial issues were highlighted as weaknesses. The mean total time respondents spent supervising new graduates during their first year was 166.8 (median 95; min 0; max 852) hours. New graduates who were not considered the best applicants for the job and those who had left their job were 6.3 (95% CI = 2.11-11.8) and 5.4 (95% CI = 1.55-19.0) times, respectively, more likely to be rated as performing below expectations. Thematic analysis revealed major themes related to the inadequate preparation of students in veterinary school, employers lacking adequate training and resources to supervise new graduates, and intergenerational differences in work ethic and expectations, which may be contributing to burnout and dissatisfaction for new graduates and their employers. Components of new graduate support programmes that were perceived to be most helpful were having regular meetings between the supervisor and employee to discuss performance and wellbeing, having compulsory sessions with an experienced veterinarian for career advice, and having non-compulsory checklists of technical and non-technical skills to guide professional development planning. However, there was varying levels of support for including these measures in a formal new graduate support programme. Conclusions: While respondents highlighted many challenges faced by new graduates and their employers, there was often disagreement about the root cause of the problem and potential solutions. Clinical relevance: Providing non-compulsory checklists to help employers work with new graduates to develop tailored professional development plans and support structures within their unique practice environment may result in more positive experiences as new graduates transition from student to independent practitioner.

Building Veterinarians beyond Veterinary School: Challenges and Opportunities for Continuing Professional Development in Veterinary Medicine.

Continuing professional development (CPD) is an important mechanism for veterinarians to acquire, maintain, and enhance their capability to perform competently in their chosen practice area over their career. Although most licensing bodies require veterinarians to complete a minimum number of CPD hours each registration cycle, there are known issues with verifying that these activities are having the desired effects of ensuring professional competence and improving outcomes for patients, owners, and veterinarians. In this review, we summarize the literature across different health care professions to highlight three key challenges for veterinary CPD programs. These are (a) defining what it means to be professionally competent across different career stages from graduation to retirement, (b) delivering CPD activities that are effective in promoting evidence-based medicine and behavioral change in practice, and (c) developing reliable and sustainable systems to formally assess the continued professional competence of veterinarians. A common theme across all challenges was the importance of interacting with colleagues as an opportunity to receive external feedback on their professional strengths and weaknesses and to develop stronger support networks for managing common stressors in clinical practice. There was also a recognized need to develop more transparent outlines of the available and acceptable options for managing different animal health concerns as a first step toward identifying new opportunities for the veterinary profession to elevate the level of care provided. Based on these findings, we propose a new framework for defining, delivering, and evaluating CPD that promotes stronger collaboration between veterinarians to improve professional and personal well-being.

Euthanasia Education in Veterinary Schools in the United States.

Euthanasia of animals plays a significant role in veterinary practices and is a pivotal experience for veterinarians and their clients. It is good animal welfare to have a humane method of euthanasia, correctly applied, and a well-educated individual regarding such techniques. The purpose of this research was to determine how US veterinary medicine schools are preparing students to perform euthanasia. A survey of the 30 US veterinary schools was electronically mailed by the American Association of Veterinary Medical Colleges (AAVMC) in the fall of 2019, with a return rate of 10. Findings revealed that the average number of hours devoted to euthanasia methods and techniques was 2.8, yet euthanasia facilitation was considered a core competency by all schools responding. Not all veterinary students perform or are present for euthanasia. The most frequent method for teaching euthanasia was intracardiac and intravenous with dogs, cats, horses, livestock, and exotics. Whichever method of euthanasia is used, personnel performing euthanasia must be trained, knowledgeable, and proficient in the chosen techniques. The findings in this article suggest, however, that euthanasia techniques are inconsistent, and potentially incomplete, and that veterinary schools should consider incorporating more advanced euthanasia training programs into the curriculum.

Development and Improvement of an International Webcast Series to Expand the Accessibility of Swine Medicine Resources.

Swine medicine resources and caseloads for teaching and supporting extracurricular training activities vary widely among veterinary colleges and are concentrated in specific regions. Student interest and demand for swine medicine training is broader in geographical distribution. This is illustrated by student membership and attendance at the American Association of Swine Veterinarians (AASV) annual meetings, for example. To explore how concentrated resources might be made more widely available in a cost-effective manner, the Swine Medicine Education Center (SMEC) at Iowa State University's College of Veterinary Medicine looked for ways to leverage existing extracurricular resources with a broader geography of schools and students. This article describes the organization of student chapters of the AASV and the outcomes of a multi-session live audio and video webcast focused on swine medicine topics across North America over a 3-year period. SMEC organized the series with funding provided by the AASV and AASV Foundation. The broadcast series covered a wide range of swine-related topics, including pet pigs, emerging diseases, and regulation of antimicrobials. In its third year, 25 North American and 4 international veterinary schools participated in the series and provided feedback from attendees.

A Survey of Injuries That Occurred in Veterinary Teaching Hospitals during 2017.

Knowing the frequency, extent or severity of injuries that occur to students and staff within veterinary teaching hospitals (VTHs) is necessary for proactive management of their safety. This study surveyed contemporaneously-captured incident reports likely to cause or causing injury to students and staff of veterinary teaching hospitals in Europe, the United States of America (USA), Canada, Australia, and New Zealand, recorded in 2017. Four different severities of incident were evaluated within four different cohorts of people, precipitated by five categories for cause. Within each cause-category, further subdivision was based on the nature of the incident. All colleges of veterinary medicine accredited by the American Veterinary Medical Association (AVMA) Council on Education (COE) or the Australasian Veterinary Boards Council were surveyed. Responses were received from (7/7, 100%) schools in Australia and New Zealand, 12/30 (40%) the United States of America, 1/4 (25%) Canada, 1/1 (100%) Mexico, and 1/3 (33%) United Kingdom, and no responses were received from the AVMA-COE accredited schools in the European Union. The mean incidence of incidents caused by horses was (0.4/1,000 cases), followed by food animals (0.1/1,000 cases), other animals (0.1/1,000 cases), and small animals (0.074/1,000 cases). Within veterinary teaching hospitals at many institutions, veterinary students and veterinarians are particularly at risk of injuries caused by hand-held instruments, such as scalpels and needles. Non-veterinary staff are more at risk than students or veterinarians from injuries caused by small animals. Recording and reporting of incidents is not uniform and may be lacking in detail. Some institutions' systems for record management preclude easy evaluation, and therefore may be insufficient for proactive management of health and safety as required by accreditation bodies.

Survey of Integrative Veterinary Medicine Training in AVMA-Accredited Veterinary Colleges.

A survey approved by the Association of American Veterinary Medical Colleges was sent to the academic deans of all 49 accredited veterinary colleges to obtain information on educational programs offered in integrative veterinary medicine (IVM). Results were compared to a previous survey with a similar design performed 7 years earlier. Survey responses were received from 43 of 49 institutions (87.8%). Thirteen respondents (30.2%) reported offering a formal course in IVM, 33 (76.7%) offered some level of instruction in the curriculum, and 32 (74.4%) provided clinical services in IVM. The most common IVM topics covered in the curriculum were rehabilitation and acupuncture. Dedicated courses in IVM had decreased since the previous survey, although faculty trained in at least one aspect of IVM increased. Clinical services incorporating IVM were present in the majority of veterinary teaching hospitals. Further investigation is required to determine the effectiveness of current IVM training in preparing veterinary graduates to discuss or utilize IVM in practice.

Survey of Institutional Teaching Approaches to Clinical-Year Clinical Pathology Instruction and Comparison with Prior Survey Results.

Teaching approaches to veterinary clinical pathology in the final (clinical) year of veterinary school are often different than those for other specialties. Anecdotally, many schools teach these rotations separately from the routine diagnostic service, but minimal published data are available on this topic or on approaches to teaching and assessment in these rotations. An online survey of 69 veterinary institutions around the world was conducted in 2019. A total of 30 completed surveys were received from 10 countries; 22 completed responses were from North American institutions (73.3%). Survey question categories included information on basic rotations, including microscopy format, personnel involved in instruction, and assessment methods; information on advanced rotations; and challenges and successes with clinical pathology instruction. Data were analyzed and, when appropriate, compared with results from a similar survey conducted in 1997. Formats and content varied greatly among institutions. Several shifts in teaching strategies and rotation format over time were found since the 1997 survey, including increased use of projection microscopy and decreased use of multiheaded microscopy in 2019. More teaching by medical technologists and residents, less teaching by faculty, and a significant increase in the number of students per rotation were seen in 2019 compared with 1997. Several free-text comments referred to challenges related to increasing class size. These data and the comparison with the prior survey highlight common challenges and potential solutions to final-year clinical pathology instruction. Creation of specific, measurable objectives for clinical pathology competence may aid future development and refinement of clinical pathology teaching.

From more-than-human solidarity to multi-species biographical value: insights from a veterinary school about ethical dilemmas in One Health promotion.

This article features a partnership between a veterinary school and a charity that aims to enhance the wellbeing of low-income people. Through this partnership, the charity periodically hosts veterinary clinics for clients and their pets. Even as the veterinarians and veterinary students duly examine people's pets, these pop-up clinics aim to help people and their pets. Hence our analysis revolves around the ethics of 'more-than-human solidarity'. By 'more-than-human solidarity', we mean efforts to help others that either center on or that implicate non-human beings. To delve into the ethical and sociological implications of subsidised veterinary services, and to assist with program planning, we conducted several in-depth interviews with veterinarians. Most substantively, we found that the veterinary school's outreach clinics give rise to multi-species biographical value, which is prized as a pedagogical resource for veterinary students. The veterinarians whom we interviewed felt troubled by the extent to which the pop-up clinics ultimately benefited the veterinary school, but also by the shortage of subsidised veterinary services in the vicinity. Based on these interviews and our own reflections, we invite more scholarship on cultural, economic and political influences that shape the lives of human beings and non-human animals alike.

A plumber's guide to the cardiovascular system.

Blood flow through the cardiovascular system is governed by the same physical rules that govern the flow of water through domestic plumbing. Using this analogy in a teaching laboratory, a model of the cardiovascular system constructed of pumps and pipes was used to demonstrate the basic interactions of pressure, flow, and resistance in a regulated system, with student volunteers providing the operational actions and regulatory components. The model was used to validate predictions and explore solutions prompted by student discussion. This interactive teaching laboratory provides an engaging experiential exercise that demonstrates regulation of flow and pressure in an intact cardiovascular system with apposite changes in heart rate and resistance. In addition, the system provides strong clinical correlates and illustrates how that regulated system responds to challenges such as heart failure, inappropriate vasodilation, and hemorrhage. The results demonstrate that, with limited practice, the instructor can effectively guide the students to reliably reproduce physiologically appropriate results.

Effects of accreditation on United States and Canadian veterinary college libraries in the nineteenth and twentieth centuries.

OBJECTIVE: The authors' objective was to document the effects of evolving veterinary accreditation standards on the development of currently existing accredited US and Canadian veterinary school libraries in the late nineteenth and twentieth centuries. METHODS: We gathered historical standards that major veterinary accreditation agencies developed with respect to libraries and library services. Historical background on college libraries, their facilities, services, and personnel via surveys, literature searches, and archival documents was also collected. We then correlated the evolving standards with each library's development. RESULTS: There was a marked correlation between the prevailing accreditation standards and library development, particularly during the post-World War II era and through the mid-1980s. These impacts-which included new and separate facilities, hiring of professional librarians, and additional open hours-affected not only the twenty new developing veterinary schools, but also the libraries of the preexisting colleges. CONCLUSIONS: Professional veterinary accrediting standards were an important influence on the evolution of veterinary school libraries, particularly during the years of major growth in the number of new veterinary colleges in the United States and Canada. In the 1990s and beyond, both libraries and accreditation standards continue to evolve in response to changes in technology, economics, publishing methods, and more. This latter is a story yet to be told.