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  • 1
    Online Resource
    Online Resource
    Preparing Veterinarians to Practice Across the Spectrum of Care
    Elsevier BV ; 2023
    In:  Advances in Small Animal Care Vol. 4, No. 1 ( 2023-11), p. 171-183
    Details
    In: Advances in Small Animal Care, Elsevier BV, Vol. 4, No. 1 ( 2023-11), p. 171-183
    Type of Medium: Online Resource
    ISSN: 2666-450X
    URL: Article
    DOI: 10.1016/j.yasa.2023.04.004
    Language: English
    Publisher: Elsevier BV
    Publication Date: 2023
    detail.hit.zdb_id: 3051443-5
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  • 2
    Online Resource
    Online Resource
    Polypoid cystitis in a male entire springer spaniel puppy
    Wiley ; 2018
    In:  Veterinary Record Case Reports Vol. 6, No. 1 ( 2018-01)
    Details
    In: Veterinary Record Case Reports, Wiley, Vol. 6, No. 1 ( 2018-01)
    Abstract: A 14‐week‐old entire male springer spaniel was presented for haematuria. Investigations identified polypoid cystitis. Medical management failed to improve the clinical signs, and the dog underwent surgical excision of the bladder polyps at eight months old. Histopathological examination of the polyps identified granulomatous foci containing crystalline material. Eighteen months after surgery, the dog has had no further episode of haematuria and repeat ultrasound‐documented resolution of the lesions. This is the youngest reported case of polypoid cystitis in dogs and the first report of this lesion associated with crystal inclusions within the polyps.
    Type of Medium: Online Resource
    ISSN: 2052-6121 , 2052-6121
    URL: Article
    DOI: 10.1136/vetreccr-2017-000532
    Language: English
    Publisher: Wiley
    Publication Date: 2018
    detail.hit.zdb_id: 2733998-1
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  • 3
    Online Resource
    Online Resource
    Veterinary Curriculum Leaders: Motivators, Barriers, and Attributes
    University of Toronto Press Inc. (UTPress) ; 2023
    In:  Journal of Veterinary Medical Education
    Details
    In: Journal of Veterinary Medical Education, University of Toronto Press Inc. (UTPress)
    Abstract: Curriculum leaders (individuals with responsibility for an institution’s veterinary curriculum) play a vital role in driving local curriculum priorities, development, and accreditation. This study aimed to describe the career paths of curriculum leaders, and identify what motivates them, the barriers they face, and the knowledge, skills, and attributes they perceive as essential for the role. Self-determination theory was used to identify tensions experienced within the role. An international online survey targeted at those identifying as curriculum leaders was completed by 45 participants. 91% of participants held a doctoral level qualification and/or clinical Boards; 82% had additional training in leadership; 38% had additional formal training in education. Motivators included a desire to make a difference, personal satisfaction with teaching and working with students, and social influences. Participants experienced barriers relating to self-development and achievement of their curriculum goals; participants described essential knowledge (of the profession, educational theory, and wider higher education context) and skills (leading teams, change management, and communication). Attributes considered important related both to self (open-minded, patient, resilient, able to see the big picture as well as detail) and relationships with others (approachable, listener, respectful and respected, supportive, credible). Tensions arose in participants’ need for autonomy (experiencing barriers to achieving their goals), in their social relatedness (achieving curriculum goals while working with colleagues with conflicting priorities), and in perceptions of necessary competence (a need, but lack of opportunity, for advanced training in educational theory). The findings may help institutions more effectively support and train current and future curriculum leaders.
    Type of Medium: Online Resource
    ISSN: 0748-321X , 1943-7218
    URL: Article
    DOI: 10.3138/jvme-2022-0098
    Language: English
    Publisher: University of Toronto Press Inc. (UTPress)
    Publication Date: 2023
    detail.hit.zdb_id: 2222931-0
    SSG: 22
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  • 4
    Online Resource
    Online Resource
    Inspiring the next generation of veterinarians at Bristol Veterinary School
    American Veterinary Medical Association (AVMA) ; 2022
    In:  Journal of the American Veterinary Medical Association Vol. 260, No. 11 ( 2022-08-01), p. 1277-
    Details
    In: Journal of the American Veterinary Medical Association, American Veterinary Medical Association (AVMA), Vol. 260, No. 11 ( 2022-08-01), p. 1277-
    Type of Medium: Online Resource
    ISSN: 0003-1488
    URL: Article
    DOI: 10.2460/javma.22.02.0626
    Language: Unknown
    Publisher: American Veterinary Medical Association (AVMA)
    Publication Date: 2022
    detail.hit.zdb_id: 2904887-4
    SSG: 22
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  • 5
    Online Resource
    Online Resource
    Exploring the motivations, challenges, and barriers for implementing evidence-based veterinary medicine (EBVM) in general practice
    RCVS Knowledge ; 2023
    In:  Veterinary Evidence Vol. 8, No. 1 ( 2023-03-16)
    Details
    In: Veterinary Evidence, RCVS Knowledge, Vol. 8, No. 1 ( 2023-03-16)
    Abstract: An evidence-based veterinary medicine (EBVM) training resource, ‘EBVM Learning’, was created in 2015 and updated in 2019. Following feedback from users, it was decided that a more concise practitioner-focused version was needed. Seven online focus groups, with a total of 22 veterinary practitioners, explored the motivations of practitioners to engage with EBVM. They considered the challenges and barriers to implementing EBVM in practice, and specific supportive measures they felt would increase adoption of EBVM in practice. Participants identified time, support from colleagues and management, and accessing and appraising evidence as being the most important challenges and barriers to the use of EBVM in general practice. However, the value of EBVM was appreciated, and there was an appetite amongst the participants to utilise more EBVM to inform their clinical decision-making. At a workshop attended by experts in EBVM, educators and practitioners, the results of the focus groups were presented and discussed to inform the development of a new online training resource. This study has been used to produce ‘EBVM for Practitioners’, to attempt to reduce some of the barriers and challenges faced by practitioners and support them in increasing their use of EBVM. Further work by the leaders in the veterinary profession will be needed to expand and improve the quality of the evidence base on which EBVM relies, and to ensure practitioners have the skills, access, and motivation to utilise it.
    Type of Medium: Online Resource
    ISSN: 2396-9776
    URL: Issue
    URL: Article
    DOI: 10.18849/ve.v8i1
    DOI: 10.18849/ve.v8i1.602
    Language: Unknown
    Publisher: RCVS Knowledge
    Publication Date: 2023
    detail.hit.zdb_id: 2881684-5
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  • 6
    Online Resource
    Online Resource
    Clinical conundrum : A case of severe dyspnoea in a young Doberman
    British Small Animal Veterinary Association ; 2011
    In:  BSAVA Companion Vol. 2011, No. 9 ( 2011-09-01), p. 8-11
    Details
    In: BSAVA Companion, British Small Animal Veterinary Association, Vol. 2011, No. 9 ( 2011-09-01), p. 8-11
    Type of Medium: Online Resource
    ISSN: 2041-2487 , 2041-2495
    URL: Article
    DOI: 10.22233/20412495.0911.8
    Language: English
    Publisher: British Small Animal Veterinary Association
    Publication Date: 2011
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  • 7
    Online Resource
    Online Resource
    Initiatives to Improve Feedback Culture in the Final Year of a Veterinary Program
    University of Toronto Press Inc. (UTPress) ; 2014
    In:  Journal of Veterinary Medical Education Vol. 41, No. 2 ( 2014-06), p. 162-171
    Details
    In: Journal of Veterinary Medical Education, University of Toronto Press Inc. (UTPress), Vol. 41, No. 2 ( 2014-06), p. 162-171
    Abstract: Despite the recognized importance of feedback in education, student satisfaction with the feedback process in medical and veterinary programs is often disappointing. We undertook various initiatives to try to improve the feedback culture in the final clinical year of the veterinary program at the University of Bristol, focusing on formative verbal feedback. The initiatives included E-mailed guidelines to staff and students, a faculty development workshop, and a reflective portfolio task for students. Following these initiatives, staff and students were surveyed regarding their perceptions of formative feedback in clinical rotations, and focus groups were held to further explore issues. The amount of feedback appeared to have increased, along with improved recognition of feedback by students and increased staff confidence and competence in the process. Other themes that emerged included inconsistencies in feedback among staff and between rotations; difficulties with giving verbal feedback to students, particularly when it relates to professionalism; the consequences of feedback for both staff and students; changes and challenges in students' feedback-seeking behavior; and the difficulties in providing accurate, personal end-of-rotation assessments. This project has helped improve the feedback culture within our clinics; the importance of sustaining and further developing the feedback culture is discussed in this article.
    Type of Medium: Online Resource
    ISSN: 0748-321X , 1943-7218
    URL: Article
    DOI: 10.3138/jvme.1013-142R
    Language: English
    Publisher: University of Toronto Press Inc. (UTPress)
    Publication Date: 2014
    detail.hit.zdb_id: 2222931-0
    SSG: 22
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  • 8
    Online Resource
    Online Resource
    Flipped Classroom Use in Veterinary Education: A Multinational Survey of Faculty Experiences
    University of Toronto Press Inc. (UTPress) ; 2019
    In:  Journal of Veterinary Medical Education Vol. 46, No. 1 ( 2019-02-25), p. 97-107
    Details
    In: Journal of Veterinary Medical Education, University of Toronto Press Inc. (UTPress), Vol. 46, No. 1 ( 2019-02-25), p. 97-107
    Abstract: Active teaching approaches such as the flipped classroom are linked to better quality student learning outcomes across health care disciplines, with the potential to support students’ preparedness for practice. In the flipped classroom instructional approach, students engage in significant pre-class preparation to learn foundational knowledge and skills, then undertake instructional activities in the classroom that require them to integrate, apply and extend their learning to new contexts. This study reports the results of a multinational survey of flipped classroom use in veterinary education. Participants’ ( n = 165) familiarity with and extent of use of the flipped classroom technique were investigated, together with the teaching strategies used and the perceived benefits and barriers to implementation. Relationships between respondent characteristics and flipped classroom use were also explored. The results indicated that 95% of participants were familiar with the flipped classroom technique, although fewer (64%) used it in their teaching. Pre-class activities included reviewing online and printed material, and engaging in preparatory learning activities such as quizzes, case analyses, reflective assignments and group activities. A variety of active learning strategies were used in class, including discussions, presentations, quizzes, group activities, problem solving and laboratory/practical exercises. Most participants perceived that the flipped classroom technique benefited student learning, with some also identifying benefits for the faculty involved. A range of student-, faculty- and institution-related barriers to implementing the flipped classroom technique were identified. These barriers need to be considered and addressed by teachers and administrators seeking to improve students’ preparedness for practice by implementing flipped classrooms in veterinary education.
    Type of Medium: Online Resource
    ISSN: 0748-321X , 1943-7218
    URL: Article
    DOI: 10.3138/jvme.0517-058r1
    Language: English
    Publisher: University of Toronto Press Inc. (UTPress)
    Publication Date: 2019
    detail.hit.zdb_id: 2222931-0
    SSG: 22
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  • 9
    Online Resource
    Online Resource
    “Just Engage in It or Not, You Get Out What You Put In”: Student and Staff Experiences of Feedback and Feedforward in Workplace-Based Learning Environments
    University of Toronto Press Inc. (UTPress) ; 2021
    In:  Journal of Veterinary Medical Education
    Details
    In: Journal of Veterinary Medical Education, University of Toronto Press Inc. (UTPress)
    Abstract: Feedback is central to student learning in the veterinary workplace. Feedforward, a related concept, is used to describe the way information about a student’s performance may be used to improve their future performance. Feedback and feedforward practices are diverse, with varied student and staff understandings of the nature and purpose of feedback (feedback literacy). This study compared the practices of feedback and feedforward in a range of programs in one institution during student transitions from the classroom to workplace-based learning environments. The study adopted a broad inter-professional approach to include health care programs as well as social work and theater and performance studies. Profession-specific focus groups were conducted with contribution from 28 students and 31 staff from five different professions. Thematic analysis revealed that students and staff shared an understanding of the feedback and feedforward concepts, and both groups recognized the importance of emotional and relational aspects of the process. Students and staff across all professions recognized the impact of time constraints on the feedback process, although this was particularly highlighted in the health science professions. Social work and theater and performance studies students demonstrated a more nuanced understanding of the emotional and relational aspects of feedback and feedforward. Overall, the approach highlights similarities and differences in practices and experiences in different workplace contexts, creating opportunities for cross-disciplinary learning, which may have relevance more widely in higher education programs with workplace-based elements. The study underpinned the development of the LeapForward feedback training resource ( https://bilt.online/the-leapforward-project/ ).
    Type of Medium: Online Resource
    ISSN: 0748-321X , 1943-7218
    URL: Article
    DOI: 10.3138/jvme.2020-0124
    Language: English
    Publisher: University of Toronto Press Inc. (UTPress)
    Publication Date: 2021
    detail.hit.zdb_id: 2222931-0
    SSG: 22
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  • 10
    Online Resource
    Online Resource
    Comparison of a Silicon Skin Pad and a Tea Towel as Models for Learning a Simple Interrupted Suture
    University of Toronto Press Inc. (UTPress) ; 2020
    In:  Journal of Veterinary Medical Education Vol. 47, No. 4 ( 2020-07), p. 516-522
    Details
    In: Journal of Veterinary Medical Education, University of Toronto Press Inc. (UTPress), Vol. 47, No. 4 ( 2020-07), p. 516-522
    Abstract: There has been rapid growth in the range of models available for teaching veterinary clinical skills. To promote further uptake, particularly in lower-income settings and for students to practice at home, factors to consider include cost, availability of materials and ease of construction of the model. Two models were developed to teach suturing: a silicon skin pad, and a tea towel (with a check pattern) folded and stapled to represent an incision. The models were reviewed by seven veterinarians, all of whom considered both suitable for teaching, with silicon rated as more realistic. The learning outcome of each model was compared after students trained to perform a simple interrupted suture. Thirty-two second-year veterinary students with no prior suturing experience were randomly assigned to three training groups: silicon skin pad or tea towel (both self-directed with an instruction booklet), or watching a video. Following training, all students undertook an Objective Structured Clinical Examination (OSCE), placing a simple interrupted suture in piglet cadaver skin. The OSCE pass rates of the three groups were silicon skin pad, 10/11; tea towel, 9/10; and video, 1/11. There was no significant difference between the model groups, but the model groups were significantly different from the video group ( p 〈 .017). In conclusion, the tea towel was as effective as the silicon skin pad, but it was cheaper, simpler to make, and the materials were more readily available. In addition, both models were used effectively with an instruction booklet illustrating the value of self-directed learning to complement taught classes.
    Type of Medium: Online Resource
    ISSN: 0748-321X , 1943-7218
    URL: Article
    DOI: 10.3138/jvme.2018-0001
    Language: English
    Publisher: University of Toronto Press Inc. (UTPress)
    Publication Date: 2020
    detail.hit.zdb_id: 2222931-0
    SSG: 22
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