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Descriptors:
Learner Engagement; College Students; Lecture Method; Veterinary Medical Education; Veterinary Medicine; Comparative Analysis; Teamwork; Peer Evaluation; Feedback (Response)

Abstract:
Team-Based Learning (TBL) maximizes class time for student practice in complex problems using peer learning in an instructor-guided format. Generally entire courses are structured using the comprehensive guidelines of TBL. We used TBL in a subsection of a veterinary course to determine if it remained effective in this format. One section of the class was taught the material using PowerPoint based lectures. The other group was taught the same material by the same instructor using TBL. All students took the same examination on the material at the end of the course and again 18 months later. There were no differences in the course examination or course grades but grade distributions differed; TBL grades were more widely distributed and female TBL students outperformed male TBL students. TBL students scored significantly higher on the repeat examination. Objective student engagement was high and students were positive about the experience. (Contains 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Student Attitudes; Teaching Methods; Graduates; Veterinary Medical Education; Semi Structured Interviews; Undergraduate Study; Internship Programs; Learning Experience; Correlation; Statistical Analysis; Clinics; Education Work Relationship

Abstract:
Although educators believe that undergraduate internship programmes are a vital component of professional degrees, evidence of the relationship between students' experiences of learning during such programmes and the quality of new graduates' experiences of professional practice is limited. This research sought to investigate associations between veterinary students' experiences of "clinic-based learning" (CBL) during a final year internship programme and their experiences of "veterinary professional practice" (VPP) in the year following graduation. Phenomenographic analysis of semi-structured interview transcripts identified the qualitative variation present in final year interns' conceptions of and approaches to CBL (n = 41). Quantitative statistics were used to explore relationships amongst the quality of these components of students' experiences of learning and performance during the internship programme. Additional quantitative analysis was used to link new graduates' conceptions of and approaches to VPP with their experiences of CBL as final year students (n = 22). This illuminated crucial aspects of students' learning experiences associated with the extent of their transitions to independent practice as entry level veterinarians. The results have implications for the design and teaching of undergraduate internships in a range of professions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Nonprofit Organizations; Program Administration; Student Exchange Programs; Administrative Policy; Eligibility; Evaluation Criteria; Professional Development; Program Descriptions; Program Design; Student Records; Information Policy; Informed Consent; Veterinary Medical Education; Tuition; Financial Support; Student Financial Aid; Regional Programs; Access to Education; Improvement Programs; Program Guides; Administrator Guides; Consortia

Abstract:
WICHE (the Western Interstate Commission for Higher Education) is a regional, nonprofit organization. WICHE and its 15 member states work to improve access to higher education and ensure student success. Its student exchange programs, regional initiatives, and its research and policy work allow it to assist constituents throughout the West and beyond. This revised administrative manual details the operation of WICHE's Professional Student Exchange Program (PSEP). It outlines the responsibilities and procedures for WICHE, State Certifying Officers, participating programs, and PSEP students. Appended are: (1) The Western Regional Education Compact; (2) How WICHE Determines Which Professional Student Exchange Program (PSEP) Applicants Will Receive Support; (3) Memorandum; (4) Professional Student Exchange Program: Structure by State; (5) Consent To Transfer Student Records through the Student Exchange Program; (6) WICHE Veterinary Medicine Applicants Statement of Intent; (7) WICHE Veterinary Medicine Applicants Statement of Understanding; (8) WICHE Policy on Multiple Sources of Tuition Support for Students Enrolled in the Professional Student Exchange Program (PSEP); (9) Change of Status; (10) Notification to Cooperating PSEP Programs: AY 2013 Changes in the Way WICHE Support Fees Can Be Applied for Public Institutions; (11) Memorandum; (12) WICHE PSEP Service Payback Policies; and (13) Professional Student Exchange Program Agreement Between Western Interstate Commission for Higher Education and INSTITUTION's NAME OF PROGRAM. (Contains 4 tables and 8 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Anatomy; Horses; Veterinary Medical Education; Topography; Instructional Materials; Models; Medical Students; Student Attitudes; Recall (Psychology); Foreign Countries

Abstract:
Recognition of anatomical landmarks in live animals (and humans) is key for clinical practice, but students often find it difficult to translate knowledge from dissection-based anatomy onto the live animal and struggle to acquire this vital skill. The purpose of this study was to create and evaluate the use of an equine anatomy rug "Anato-Rug") depicting topographical anatomy and key areas of lung, heart, and gastrointestinal auscultation, which could be used together with a live horse to aid learning of "live animal" anatomy. Over the course of 2 weeks, 38 third year veterinary students were randomly allocated into an experimental group, revising topographical anatomy from the "Anato-Rug," or a control group, learning topographical anatomy from a textbook. Immediately post activity, both groups underwent a test on live anatomy knowledge and were retested 1 week later. Both groups then completed a questionnaire to ascertain their perceptions of their learning experiences. Results showed that the experimental groups scored significantly higher than the control group at the first testing session, experienced more enjoyment during the activity and gained more confidence in identifying anatomical landmarks than the control group. There was not a significant difference in scores between groups at the second testing session. The findings indicate that the anatomy rug is an effective learning tool that aids understanding, confidence, and enjoyment in learning equine thorax and abdominal anatomy; however it was not better than traditional methods with regards to longer term memory recall. (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Veterinary Medical Education; Computer Uses in Education; Problem Based Learning; Case Method (Teaching Technique); Genetics; Premedical Students; Outcomes of Education; Learner Engagement; Student Attitudes; Foreign Countries

Abstract:
Problem and/or scenario-based learning is often deployed in preclinical education and training as a means of: (a) developing students' capacity to respond to authentic, real-world problems; (b) facilitating integration of knowledge across subject areas, and; (c) increasing motivation for learning. Six information and communication technology (ICT) supported, scenario-based learning (SBL) problems using case studies that integrated information across subject areas were implemented in a second-year genetics course for undergraduate veterinary science students and linked to educational outcomes. On a post-implementation questionnaire, students appreciated the use of authentic scenarios but login records indicated variable engagement among students. Comparison of learning outcomes from SBL-supported and non-SBL-supported content (within and across student cohorts) indicated that exposure to SBL generated quantifiable improvements in learning in both high and low ability students. Despite this, students did not perceive that the SBL activities improved their learning. Thus, ICT-supported SBL have the potential to reinforce connectivity of content across a range of pre-clinical courses, but to facilitate a genuine novice to expert transition may require consideration of students' perceptions of scenario relevance, their confidence, and how students of differing learning styles engage with such activities. (Contains 2 tables and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Veterinary Medical Education; Animals; Objectives; Opportunities; Strategic Planning; Research Methodology; Evaluation Methods; Curriculum Development; Agricultural Education; Student Attitudes; Developed Nations; Graduate Students; Likert Scales; Global Approach; Alignment (Education)

Abstract:
Purpose: The purpose of this study was to identify and rank the SWOT issues of India's veterinary and animal science education. Design: The data were collected at the Indian Veterinary Research Institute (IVRI) from 168 post-graduate students. The two surveys generated 72% (N = 121) and 68% (N = 114) response rates, respectively. In the first stage, the vital SWOT issues were listed by respondents and in the second stage, they ranked the top eight issues on a Likert scale. Findings: Uniform curriculum; merit-based admissions; and huge demand and employment prospects were perceived as major strengths. Gaps in curriculum revision and inadequate faculty, colleges and hands-on experience were perceived as key weaknesses. Regular curriculum revisions; novel instructional methods; and single admission tests were important opportunities perceived. Out-dated education model; urban biased admissions; and regional barriers were the major threats perceived. Practical implication: The SWOT issues identified are similar to those faced by veterinary education programmes in many countries with minor variations. Originality/value: The findings are of interest for veterinary faculties in developing and under-developed countries to harmonize their veterinary education systems on par with global norms. The related implications for policy and future directions are discussed. (Contains 2 notes and 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Veterinary Medical Education; Self Efficacy; Curriculum Implementation; Skill Development; Instructional Design; Educational Technology; Computer Assisted Instruction; Video Technology; Multimedia Instruction; Educational Strategies; Instructional Effectiveness; College Students; College Instruction; Veterinary Medicine; Horses; Pretests Posttests; Comparative Analysis

Abstract:
In view of supporting the study of the complex domain of equine obstetrics, a Foal"in"Mare multimedia package with 3D designs has been developed. The present study centers on questions as to the most optimal implementation of the multimedia package in veterinary education. In a pretest-posttest cross-over design, students were randomly assigned to one of four conditions. Experimental conditions varied--next to a traditional lecture based introduction to equine obstetrics--from independent exploration of the Foal"in"Mare DVD, to independent guided DVD usage, to guided classroom usage of the DVD. As dependent measures, student mastery of knowledge and skills, cognitive load and self-efficacy were measured. Results point at the significant superior impact of studying with the Foal"in"Mare DVD on skills acquisition and higher levels of self-efficacy. In addition, experimental conditions that build on guided usage of the multimedia application, result in superior performance. Building on the cross-over design, the guided classroom usage boosts in a significant way the knowledge acquisition in the subsequent learning phase in the control condition. Building on these results, implications and directions for future research are presented. (Contains 1 table and 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Veterinary Medical Education; Undergraduate Students; Educational Research; Research Methodology; Human Body; Misconceptions; Universities; Science Education; Biology; Foreign Countries; Teaching Methods; Medical Schools; College Science

Abstract:
All medical and veterinary students at the University of Nottingham carry out a third-year dissertation module. This module allows students to spend time experiencing contemporary research methods by engaging in research activities. In 2010, academic staff from the Medical and Veterinary Schools initiated educational research projects that enabled undergraduate students to lead some AS-level (age 16-17 years) Biology teaching at a local sixth-form college. The undergraduate students designed and ran a workshop to provide the sixth-form students with a hands-on practical session that enabled them to conceptualise the heart in a number of different ways, with the aim of correcting some misconceptions about the cardiovascular system. In this article, the authors present their experience as an example of how undergraduate-led practical sessions can offer a valuable and inspirational learning environment. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Animals; Health Programs; Extension Agents; Farm Management; Veterinary Medical Education; Animal Husbandry; Extension Education; Educational Needs; Prevention; Agricultural Education; Agricultural Skills; Skill Development

Abstract:
In recognition of the changing influences on animal health, Extension professionals are charged with the responsibility of delivering educational programs to our limited resources farmers on the importance of herd health. Herd-health programs must be designed and implemented with the help of an Extension veterinarian to provide routine, planned procedures that will prevent or minimize on farm diseases. There is a necessity for Extension professionals to get involved in educating our small farmers on the importance of animal health to enable them to maximize opportunities to participate in new markets for agriculture products. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Veterinary Medical Education; Biochemistry; Teaching Methods; Video Technology; Multimedia Materials; Science Course Improvement Projects; Science Curriculum; Change Strategies; Educational Change; Undergraduate Students; Summative Evaluation; Course Evaluation; Student Attitudes; Technology Uses in Education; Technology Integration

Abstract:
The teaching of biochemistry within medical disciplines presents certain challenges; firstly to relay a large body of complex facts and abstract concepts, and secondly to motivate students that this relatively difficult topic is worth their time to study. Here, nutrient biochemistry was taught within a multidisciplinary module as part of an undergraduate veterinary curriculum. The teaching approach was initially focussed on a mixture of didactic lectures and student-centred activities such as directed group/self learning. In subsequent years the core didactic lectures were replaced with enhanced podcasts covering the same material, along with the introduction of student presentations delivered within groups with both peer and facilitator assessment. These changes were accompanied by an increase in the time dedicated to this topic to allow sufficient time for students to work through podcasts and prepare presentations. The combination of these changes resulted in significant improvements in student performance within an in-course biochemistry long essay. These changes in the teaching approach, and particularly the introduction of extensive podcasts, was well received by students who perceived the process of going through the podcasts as time consuming but allowing them flexibility in both the pace that they studied this topic as well as the location and times that they studied it. (Contains 1 figure and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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