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Assessing Essential Skills of Veterinary Technology Students, Third Edition provides students and instructors with clear guidance on how to evaluate student performance of skills required to enter the veterinary technology profession. Provides students with clear guidance on the capabilities they are expected to demonstrate and how they will be evaluated Gives instructors a standardized framework for assessing students’ performance Offers tools for comparing standards of competency Covers management, pharmacology, medical nursing, anesthesia and analgesia, surgical nursing, laboratory procedures, radiography, laboratory animal care, and exotic animal nursing Includes access to a companion website with a downloadable log for recording progress

Background In competency-based medical education emphasis has shifted towards outcomes, capabilities, and learner-centeredness. Together with a focus on sustained evidence of professional competence this calls for new methods of teaching and assessment. Recently, medical educators advocated the use of a holistic, programmatic approach towards assessment. Besides maximum facilitation of learning it should improve the validity and reliability of measurements and documentation of competence development. We explored how, in a competency-based curriculum, current theories on programmatic assessment interacted with educational practice. Methods In a development study including evaluation, we investigated the implementation of a theory-based programme of assessment. Between April 2011 and May 2012 quantitative evaluation data were collected and used to guide group interviews that explored the experiences of students and clinical supervisors with the assessment programme. We coded the transcripts and emerging topics were organised into a list of lessons learned. Results The programme mainly focuses on the integration of learning and assessment by motivating and supporting students to seek and accumulate feedback. The assessment instruments were aligned to cover predefined competencies to enable aggregation of information in a structured and meaningful way. Assessments that were designed as formative learning experiences were increasingly perceived as summative by students. Peer feedback was experienced as a valuable method for formative feedback. Social interaction and external guidance seemed to be of crucial importance to scaffold self-directed learning. Aggregating data from individual assessments into a holistic portfolio judgement required expertise and extensive training and supervision of judges. Conclusions A programme of assessment with low-stakes assessments providing simultaneously formative feedback and input for summative decisions proved not easy to implement. Careful preparation and guidance of the implementation process was crucial. Assessment for learning requires meaningful feedback with each assessment. Special attention should be paid to the quality of feedback at individual assessment moments. Comprehensive attention for faculty development and training for students is essential for the successful implementation of an assessment programme.

To investigate the teaching of antimicrobial stewardship (AS) in undergraduate healthcare educational degree programmes in the United Kingdom (UK). Cross-sectional survey of undergraduate programmes in human and veterinary medicine, dentistry, pharmacy and nursing in the UK. The main outcome measures included prevalence of AS teaching; stewardship principles taught; estimated hours apportioned; mode of content delivery and teaching strategies; evaluation methodologies; and frequency of multidisciplinary learning. 80% (112/140) of programmes responded adequately. The majority of programmes teach AS principles (88/109, 80.7%). 'Adopting necessary infection prevention and control precautions' was the most frequently taught principle (83/88, 94.3%), followed by 'timely collection of microbiological samples for microscopy, culture and sensitivity' (73/88, 82.9%) and 'minimisation of unnecessary antimicrobial prescribing' (72/88, 81.8%). The 'use of intravenous administration only to patients who are severely ill, or unable to tolerate oral treatment' was reported in ~50% of courses. Only 32/88 (36.3%) programmes included all recommended principles. Antimicrobial stewardship principles are included in most undergraduate healthcare and veterinary degree programmes in the UK. However, future professionals responsible for using antimicrobials receive disparate education. Education may be boosted by standardisation and strengthening of less frequently discussed principles.

Canine ovariectomy is a commonly performed procedure in veterinary practice and can be done via an open celiotomy or a laparoscopic approach. Laparoscopy requires different psychomotor skills from those involved in open surgery. Many of these basic skills can initially be acquired through simulation-based training. Surgical simulation training benefits both the surgeon and the patient by offering the acquisition of new skills in a less stressful environment while lowering the risk for the patient. Virtual reality (VR) simulation training is well established in human medicine, but no VR modules have previously been available for veterinary procedure training for laparoscopy. This project aimed to develop a VR simulator module for canine laparoscopic ovariectomy on the simulator LapSim ® (Surgical Science, Gothenburg, Sweden). The simulator module could offer veterinary surgeons the opportunity to gain the basic technical skills required for canine laparoscopic ovariectomy. Surgeons with experience in laparoscopic ovariectomy acted as content experts, and the development was a stepwise iterative process. The three-port technique was chosen; it included locating and lifting the uterine horn and sealing and transecting tissue to free the ovaries. The organs and tissues the surgeon interacted with during the simulation were the spleen, intestines, pancreas, ovaries, uterine horns, suspensory ligaments, mesometrium and mesovarium. The module included simulating haemorrhage from the spleen, ovarian and uterine vessels. Suggestions for the continued development of the simulation were identified. Examples were an increased haptic feel in some instances of tissue manipulation and the possibility of introducing a variation in the length of the ovarian pedicle. The last step of the simulated procedure included visual guidance for verification of haemostasis. Even though guidance is not part of a real-life operation, identifying anatomical landmarks was considered valuable from an educational perspective. A validity investigation study has been initiated to evaluate the module as an assessment tool.

Background An advanced curriculum for training Total Laparoscopic Gastropexy (TLG) was developed using the CVLTS-composed simulator based on an ergonomic model of a canine abdominal cavity. The performance of Veterinary surgeons trained in basic laparoscopic surgical skills during 15 training TLG sessions (experimental group, n  = 10) was compared to the TLG performance of veterinary surgeons with intermediate ( n  = 10) or advanced ( n  = 6) laparoscopic skills. The transfer of surgical skills to a live model was assessed by performing TLG in fattening pigs under operating room conditions using barbed sutures. Experimental group performance after accomplishing the TLG training curriculum and all groups’ performance during TLG in the in vivo model were videotaped and evaluated by external Minimally Invasive Surgery (MIS) experts using the GOALS and TLG-specific ranking (SRS) scales. Also, a quantitative assessment comprising time, smoothness of movements, and angular displacement using a Hand Movement Assessment System (HMAS) was performed. Besides, a postmortem biopsy recovered from the gastropexy site three months after surgery to evaluate gross and microscopic characteristics by histopathology was analyzed. Results GOALS and SRS scores ( P  < 0.05), and time, smoothness of movements, and angular displacement during TLG ( P  < 0.01) significantly improved in the Experimental group after training. They also compared their performance with expert and intermediate groups ( P  < 0.05) performances. The learning curve for intracorporeal suture stabilized since the tenth (out of 15) training session. Besides, trainees achieved significant TLG skills’ in vivo transfer, with no significant difference from the intermediate and expert group performances. The presence of mature collagen (100% of cases), cartilage and bone metaplasia, and foreign body reaction (25% of cases) were found at histopathology evaluation of the gastropexy site, evidencing normal healing. Conclusion The TLG training curriculum supported the acquisition of TLG surgical skills in the training box and their transfer to the in vivo model. The experimental group’s TLG performance in vivo did not significantly differ from the intermediate and expert groups. The clinical outcome and histopathological findings evidenced complete gastropexy-site healing.

The use of animal cadavers in initial and continuing veterinary education is widely accepted, but ethical considerations regarding how to obtain and use them are often lacking. It can be argued that the use of animal cadavers should be guided by principles similar to those regulating the collection of human cadavers for scientific purposes. In humans, the use of unclaimed cadavers from unknown provenance, cadavers from criminals or homeless people, or cadavers robbed from their grave no longer happens in most countries. Accordingly, body donation programs have been emphasized to be the sole acceptable source of cadavers for medical education. The purpose of this article is to argue that this should also be the case for domestic animals, contrary to the current practices of using unwanted animals or animals bred for this purpose. But having a body donation program is not enough to make it ethical: care should also be taken in order to include principles such as informed consent from the owners, the absence of commercial uses of the bodily remains and the respect for all parties involved in the process. Overall, the importance of maintaining respect towards the reception and use of a donated cadaver in all circumstances should be the ethical priority for students and practitioners. By applying such principles, we can better ensure that the use of animal cadavers in education and training is transparent, respectful and responsible.

BackgroundVirtual reality (VR) applications are effective tools in many educational disciplines. A minimally interactive VR application allowing stereoscopic viewing of surgical videos has been developed to aid veterinary students learning to perform surgery. We sought to describe how students used the VR application while preparing to perform their first canine sterilisation surgery and compare surgical performance of students who prepared using traditional methods with students who also used VR.MethodsThird-year veterinary students (n=44) were randomised into control and VR groups in a parallel superiority randomised controlled trial. All were given lectures, videos and skills practice on models. VR group students were also given a VR application and headset to view stereoscopic surgical videos. Blinded raters scored a subset of students (n=19) as they performed their first canine ovariohysterectomy.Results and conclusionsGroups spent similar time preparing to perform surgery, potentially because of the rigour of students’ non-surgical course load. When VR training was added to an already comprehensive surgical skills curriculum, students watched VR videos for a median of 90 min. Groups did not differ in surgical performance scores or time. A larger study of the VR application with prescribed use guidelines would be a helpful subsequent study.

Psychological distress is elevated in the field of veterinary medicine. Recent evidence demonstrates that stress and burnout in veterinary workers can be reduced through an Acceptance and Commitment Training intervention targeting “burden transfer,” or reactivity to challenging interactions with veterinary clients (“Unburdened”). Exposing students to Unburdened could optimize mental health outcomes as they transition into the veterinary workforce. Unburdened will be adapted for student use in a self-guided digital format and embedded into 5 veterinary medical or technology programs. Participants will be 200 advanced students recruited into a parallel-arms design: assessment-only Control versus Intervention (<2 hour Unburdened intervention embedded into final semester requirements) conditions. Online assessments at baseline, program completion (1 month), and follow-up (3, 6, 9, 12 months) will measure Kirkpatrick outcomes: Reaction (engagement, perception of the program), Learning (knowledge test performance), Behavior (skill use frequency), and Results (burden transfer, stress, burnout, anxiety, and depression). Latent growth curve modeling will compare conditions throughout the year following graduation. Institutional Review Board approval has been obtained. Informed consent is electronically granted by students electing to participate. A safety officer unconnected to the study will monitor study progress and safety. Pending positive outcomes, this ready-to-share program will be made available to training programs. If successful, its routine adoption into training curricula could decrease burden transfer, stress, burnout, anxiety, and depression in the field. Ultimately, the proposed work could provide a scalable and sustainable strategy to enhance mental health and well-being across the veterinary workforce. Study registration: The trial to evaluate Unburdened’s potential impact on mental health is considered observational, as the involved educational institutions chose to implement the program for its educational value. Details can be found in NIH RePORTER: https://reporter.nih.gov/search/FhAMx6slrEautC8YKesk0Q/project-details/10980628 . This study is registered with the Open Science Framework, where data will ultimately be made available: DOI 10.17605/OSF.IO/QEAKM.

BackgroundMany challenges are encountered in both teaching and learning veterinary obstetrics. This may be due to outdated teaching materials, as the main model of content transmission remains centred around text and images.MethodsVisualisation methods such as three-dimensional (3D) and Graphics Interchange Format (GIF) tools were applied in an attempt to improve obstetrics education outcomes in the third-year class. Traditional teaching methods were utilised in the fourth-year and fifth-year students.ResultsThese supplementary tools significantly increased the third-year students’ final examination results compared with the results of fourth-year and fifth-year students (P<0.05). These examinations were designed to evaluate comprehension of the subject matter. Self-assessment questionnaire results further indicated that 3D animation and GIF promoted learning efficiency.ConclusionIncorporation of 3D animation learning tools into the veterinary curriculum is predicted to better prepare students for the management of obstetrical cases after graduation.

Background The neuroanatomy course consistently presents significant challenges, primarily due to the short lifespan of formalin-preserved brain specimens and their restricted availability. Numerous studies have evaluated the strengths and limitations of alternative resources for neuroanatomy education, with a particular focus on technology-based learning methods. This study aimed to assess the effectiveness of integrating 3D printed models into the neuroanatomy curriculum and to evaluate student satisfaction with their use. Methods The experimental group consisted of the first-year students enrolled in the integrated study program at the University of Sarajevo-Veterinary Faculty during the summer semester of the academic year 2022/2023. The course was organized using 3DP models for 15 h, while during the remaining three hours formalin-preserved specimens were utilized. Data obtained from this cohort were compared with the results of the previous two cohorts (2021–2022 and 2020–2021), who studied veterinary anatomy exclusively using formalin-preserved specimens. Results The neuroanatomy test scores improved in the experimental group compared to the two control groups. The students exhibit positive attitudes and report high satisfaction with using 3DP models. They support innovative teaching methods and find that the colored segments of the models enhance recognizability of different anatomical structures, highlighting the didactical value of 3DP models. Conclusion Overall, study demonstrated that 3DP models were highly beneficial for neuroanatomy learning, pedagogically useful and well-received by students.