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3 pages, 154 KiB

Open AccessEditorial

Education and Communication in Veterinary Clinical Practice

by Paul C. Mills

Animals 2024, 14(17), 2622; https://doi.org/10.3390/ani14172622 - 9 Sep 2024

Viewed by 973

Abstract

Effective communication is a hallmark of successful veterinary clinical practice [...] Full article

(This article belongs to the Special Issue Education and Communication in Veterinary Clinical Practice)

Research

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19 pages, 8012 KiB

Open AccessArticle

Applying Iterative Student Feedback across Flipped Classroom and Flexible Teaching Approaches: Impact on Veterinary Students’ Learning Experience

by Arti A. Singh, Frances M. Shapter, Anne Bernard, Deanne J. Whitworth, Marnie G. Holt, Philip S. Waller and Stephanie L. Bond

Animals 2024, 14(16), 2335; https://doi.org/10.3390/ani14162335 - 13 Aug 2024

Viewed by 1100

Abstract

No single teaching strategy supports all learning styles in veterinary science students. To facilitate more convenient and flexible teaching, learning, and revision, an innovative online digital learning platform—VetCloud—was developed to provide access to modularized programme content across courses to promote active, integrated learning. [...] Read more.

No single teaching strategy supports all learning styles in veterinary science students. To facilitate more convenient and flexible teaching, learning, and revision, an innovative online digital learning platform—VetCloud—was developed to provide access to modularized programme content across courses to promote active, integrated learning. This study aimed to understand student perceptions regarding the enhancement of the student learning experience in a foundational course in gastrointestinal anatomy and physiology at The University of Queensland across two learning cycles, via applying iterative student feedback in transitioning a flipped classroom approach using VetCloud for the delivery of lecture content in 2022 to a flexible learning approach in 2023. By 2023, the use of VetCloud in the flexible learning approach improved students’ work/study/life balance, reduced their stress levels, and enabled a more efficient use of their time when studying, compared to the flipped classroom approach in 2022. Surveying student perceptions was integral to maximizing their learning experience. Data clearly demonstrates that students will mix-and-match how they interact with available options provided via flexible delivery on an individualized basis. This teaching method offers veterinary educators an innovative and efficient approach to veterinary student education in anatomy and physiology while enhancing student well-being. Full article

(This article belongs to the Special Issue Education and Communication in Veterinary Clinical Practice)

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17 pages, 1879 KiB

Open AccessArticle

Risk Communication on Zoonoses and Antimicrobial Resistance—How Do Exotic Pet Owners Perceive the Communication of Their Veterinarians?

by Amelie Lisa Arnecke, Stefan Schwarz, Antina Lübke-Becker, Katharina Charlotte Jensen, Christina Herre and Mahtab Bahramsoltani

Animals 2024, 14(14), 2035; https://doi.org/10.3390/ani14142035 - 10 Jul 2024

Cited by 1 | Viewed by 1376

Abstract

Exotic animals traded and kept as pets can transmit a variety of diseases to humans and other animals, and vice versa. Therefore, it is essential for pet owners, particularly vulnerable groups, to be informed about associated risks. Veterinarians play a crucial role in [...] Read more.

Exotic animals traded and kept as pets can transmit a variety of diseases to humans and other animals, and vice versa. Therefore, it is essential for pet owners, particularly vulnerable groups, to be informed about associated risks. Veterinarians play a crucial role in informing pet owners about health risks associated with zoonotic pathogens and antimicrobial resistance (AMR) and should, therefore, have good communication skills to effectively transfer information to pet owners. Thus, exotic pet owners in Germany were surveyed on animal husbandry, veterinary consultation and risk communication. To evaluate the perception of communication, a self-developed questionnaire was used to derive a communication score. The perception of veterinarian communication received a high average score showing a high level of satisfaction. The duration of the veterinarian–client relationship was associated with better communication perception, and the frequency of communication on zoonoses and AMR was associated with the presence of a permanent veterinarian. However, the results indicated that the frequency of disseminated information on zoonoses and/or AMR from veterinarians was lower than desired by the pet owners. Therefore, more educational material on zoonoses and AMR should be made available, and the awareness concerning risk communication should be increased by further education and training at universities. Full article

(This article belongs to the Special Issue Education and Communication in Veterinary Clinical Practice)

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20 pages, 3243 KiB

Open AccessArticle

Assessment of a Teaching Module for Cardiac Auscultation of Horses by Veterinary Students

by Alyse Wood, Frances Marie Shapter and Allison J. Stewart

Animals 2024, 14(9), 1341; https://doi.org/10.3390/ani14091341 - 29 Apr 2024

Cited by 1 | Viewed by 1184

Abstract

Auscultation of heart sounds is an important veterinary skill requiring an understanding of anatomy, physiology, pathophysiology and pattern recognition. This cross-sectional study was developed to evaluate a targeted, audio-visual training resource for veterinary students to improve their understanding and auscultation of common heart [...] Read more.

Auscultation of heart sounds is an important veterinary skill requiring an understanding of anatomy, physiology, pathophysiology and pattern recognition. This cross-sectional study was developed to evaluate a targeted, audio-visual training resource for veterinary students to improve their understanding and auscultation of common heart conditions in horses. Fourth- and fifth-year 2021 and 2022 Bachelor of Veterinary Science students at the University of Queensland (UQ) were provided the learning resource and surveyed via online pre- and post-intervention surveys. Results were quantitatively analyzed using descriptive statistics and Mann–Whitney U tests. Open-ended survey questions were qualitatively analyzed by thematic analysis and Leximancer™ Version 4 program software analysis. Over the two-year period, 231 fourth-year and 222 fifth-year veterinary students had access to the resource; 89 completed the pre-intervention survey and 57 completed the post-intervention survey. Quantitative results showed the resource helped students prepare for practicals and their perception of competency and confidence when auscultating equine cardiac sounds improved (p < 0.05). Compared to fifth-year students, fourth-year students felt less competent at identifying murmurs and arrythmias prior to accessing the learning resource (p < 0.05). Fourth-year and fifth-year students’ familiarity with detection of murmurs improved after completing the learning resource (p < 0.001). Qualitative analysis demonstrated a limited number of opportunities to practice equine cardiac auscultation throughout the veterinary degree, especially during the COVID-19 pandemic, and that integrated audio-visual resources are an effective means of teaching auscultation. Full article

(This article belongs to the Special Issue Education and Communication in Veterinary Clinical Practice)

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13 pages, 1941 KiB

Open AccessArticle

Measuring Veterinarian Professions’ Readiness for Interprofessional Learning in a Pre- and Post-Intervention Study

by Sylva Agnete Charlotte Heise, Andrea Tipold, Karl Rohn and Christin Kleinsorgen

Animals 2024, 14(2), 229; https://doi.org/10.3390/ani14020229 - 11 Jan 2024

Cited by 1 | Viewed by 1413

Abstract

The integration of interprofessional collaboration is becoming increasingly crucial in veterinary care settings, emphasising the need for interprofessional education (IPE) in veterinary programmes. This study explores the readiness for interprofessional learning among German veterinary students, apprentices and related occupations before and after an [...] Read more.

The integration of interprofessional collaboration is becoming increasingly crucial in veterinary care settings, emphasising the need for interprofessional education (IPE) in veterinary programmes. This study explores the readiness for interprofessional learning among German veterinary students, apprentices and related occupations before and after an interprofessional communication course. It assesses the impact of this course on the participants’ attitudes using the Readiness for Interprofessional Learning Scale (RIPLS). The course, offered in two iterations, combined asynchronous online modules, live seminars and practical training elements. The RIPLS was administered before and after the course to gauge attitude shifts towards interprofessional learning. Statistical analyses, including McNemar, Cohen’s Kappa and exact Fisher tests, were employed to compare pre- and post-test responses. Despite challenges in participant linking, significant findings emerged between the student and apprentice groups in specific areas of the RIPLS, notably in the “Professional Identity” subscale post-course. However, correlations between face-to-face contact and RIPLS ratings were not observed, suggesting a need for more integrated interprofessional learning experiences. While some limitations in sample size and profession distribution hinder generalisability, this study indicates a high receptiveness to interprofessional learning in veterinary education, emphasising the potential for attitude changes with more interactive participation and programme adjustments. Full article

(This article belongs to the Special Issue Education and Communication in Veterinary Clinical Practice)

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20 pages, 1334 KiB

Open AccessArticle

Developing Communication Competency in the Veterinary Curriculum

by Ingrid van Gelderen (Mabin) and Rosanne Taylor

Animals 2023, 13(23), 3668; https://doi.org/10.3390/ani13233668 - 27 Nov 2023

Cited by 1 | Viewed by 2797

Abstract

Veterinary graduates require effective clinical communication skills for a successful transition to practice. The ways of teaching and assessing veterinary communication skills have developed and are increasingly supported by research. However, some students have difficulty applying the skills learned in a simulated consultation [...] Read more.

Veterinary graduates require effective clinical communication skills for a successful transition to practice. The ways of teaching and assessing veterinary communication skills have developed and are increasingly supported by research. However, some students have difficulty applying the skills learned in a simulated consultation to working with real clients, particularly in the second part of a standard consultation, where the student communicates the reasons for their clinical decision making and assists the client’s treatment decisions. The authors explore three key developments in communication skills training in the Doctor of Veterinary Medicine program since 2015 at the University of Sydney: (1) Workshops were designed to include communication scenarios that were contextualised in ways that embraced a spectrum of care. These were facilitated within a clinical skills laboratory, and student surveys were used to evaluate this teaching and learning activity; (2) student and facilitator perceptions of the value of online communication skills training were evaluated using surveys; and (3) perceptions of the gap between pre-clinical training and the demonstration of communication competency in authentic clinical settings were evaluated using a survey. We conclude that the communications curriculum can be made more engaging and effective by student-centred design, which increases the realism and authenticity of the student’s experience. Full article

(This article belongs to the Special Issue Education and Communication in Veterinary Clinical Practice)

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39 pages, 727 KiB

Open AccessArticle

Conversation Analysis of Clients’ Active Resistance to Veterinarians’ Proposals for Long-Term Dietary Change in Companion Animal Practice in Ontario, Canada

by Clare MacMartin, Hannah Wheat and Jason B. Coe

Animals 2023, 13(13), 2150; https://doi.org/10.3390/ani13132150 - 29 Jun 2023

Cited by 1 | Viewed by 2271

Abstract

The impact of nutrition on animal health requires effective diet-related treatment recommendations in veterinary medicine. Despite low reported rates of veterinary clients’ adherence with dietary recommendations, little is known about how clients’ resistance to nutritional proposals is managed in the talk of veterinary [...] Read more.

The impact of nutrition on animal health requires effective diet-related treatment recommendations in veterinary medicine. Despite low reported rates of veterinary clients’ adherence with dietary recommendations, little is known about how clients’ resistance to nutritional proposals is managed in the talk of veterinary consultations. This conversation-analytic study investigated clients’ active resistance to veterinarians’ proposals for long-term changes to cats’ and dogs’ diets in 23 segments from 21 videotaped appointments in Ontario, Canada. Clients’ accounts suggested the proposals themselves or nutritional modifications were unnecessary, inappropriate, or unfeasible, most often based on patients’ food preferences, multi-pet feeding issues, current use of equivalent strategies, or current enactment of the proposed changes. Resistance arose when veterinarians constructed proposals without first gathering relevant diet- and patient-related information, soliciting clients’ perspectives, or educating them about the benefits of recommended changes. Veterinarians subsequently accommodated clients’ concerns more often when resistance involved patient- or client-related issues rather than clients’ lack of medical knowledge. The design of subsequent proposals accepted by clients frequently replaced dietary changes in the initial proposals with nutritional or non-nutritional alternatives and oriented to uncertainty about adherence. This study provides evidence-based findings for developing effective communication training and practice guidelines in nutritional assessment and shared decision-making. Full article

(This article belongs to the Special Issue Education and Communication in Veterinary Clinical Practice)

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14 pages, 861 KiB

Open AccessArticle

Application of Blended Learning to Veterinary Gross Anatomy Practical Sessions: Students’ Perceptions of Their Learning Experience and Academic Outcomes

by Olga Gómez, Maria García-Manzanares, Deborah Chicharro, Miriam Juárez, Clara Llamazares-Martín, Enrique Soriano and José Terrado

Animals 2023, 13(10), 1666; https://doi.org/10.3390/ani13101666 - 17 May 2023

Cited by 5 | Viewed by 2530

Abstract

The use of blended learning strategies is increasingly common in health sciences, including veterinary medicine; however, there are very few descriptions of these methods being applied to practicals. We describe here the application of blended learning based on the implementation of flipped classrooms [...] Read more.

The use of blended learning strategies is increasingly common in health sciences, including veterinary medicine; however, there are very few descriptions of these methods being applied to practicals. We describe here the application of blended learning based on the implementation of flipped classrooms with collaborative learning and gamification to the 2020–2021 veterinary medicine gross anatomy practicals at CEU Cardenal Herrera University (Spain). Students prepared for the sessions by pre-viewing videos and taking a quiz before the start. The sessions were conducted in small groups where students learned through collaborative work and reviewed their learning with a card game. A small but significant increase was observed when comparing the scores of practical exams of the locomotor apparatus with those of 2018–2019 (6.79 ± 2.22 vs. 6.38 ± 2.24, p < 0.05), while the scores were similar (7.76 ± 1.99 vs. 7.64 ± 1.92) for the organ system exams. Students’ responses in a satisfaction survey were mostly positive (>80%) regarding the motivating and learning-facilitating effect of this educational method. Our work shows that the application of blended learning in anatomy practicals based on a flipped classroom and with elements of gamification and collaborative work can be an effective way to improve the learning experience of students. Full article

(This article belongs to the Special Issue Education and Communication in Veterinary Clinical Practice)

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15 pages, 5879 KiB

Open AccessArticle

The Application of 3D Anatomy for Teaching Veterinary Clinical Neurology

by Lidia Blázquez-Llorca, Lubna Morales de Paz, Rosario Martín-Orti, Inmaculada Santos-Álvarez, María E. Fernández-Valle, David Castejón, María I. García-Real, Raquel Salgüero-Fernández, Pilar Pérez-Lloret, Nerea Moreno, Sara Jiménez, María J. Herrero-Fernández and Juncal González-Soriano

Animals 2023, 13(10), 1601; https://doi.org/10.3390/ani13101601 - 10 May 2023

Cited by 4 | Viewed by 2656

Abstract

Neuroanatomy is always a challenging topic for veterinary students. It is widely accepted that understanding the anatomy of the central nervous system (CNS) is essential to explain many of the pathological processes that affect the brain. Although its study has varied over time [...] Read more.

Neuroanatomy is always a challenging topic for veterinary students. It is widely accepted that understanding the anatomy of the central nervous system (CNS) is essential to explain many of the pathological processes that affect the brain. Although its study has varied over time to achieve this goal, in human and veterinary medicine it is difficult to find a teaching method that associates normal anatomy with pathological alterations of the brain. For the first time, we have created an educational tool that combines neuroanatomy and neuropathology, using different magnetic resonance (MR) images as a basis and EspINA software as analyzer, to obtain segmented structures and 3D reconstructions of the dog brain. We demonstrate that this combination is an optimal tool to help anatomists to understand the encephalon, and additionally to help clinicians to recognize illness including a multitude of neurological problems. In addition, we have tried to see whether photogrammetry, which is a common technique in other sciences, for example geology, could be useful to teach veterinary neuroanatomy. Although we still need further investigations, we have been able to generate 3D reconstructions of the whole brain, with very promising results to date. Full article

(This article belongs to the Special Issue Education and Communication in Veterinary Clinical Practice)

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12 pages, 568 KiB

Open AccessArticle

Flipped Classroom to Facilitate Deeper Learning in Veterinary Undergraduate Students: An Educational Change Pilot Study Limited to the Imaging Module Bones

by Sibylle Maria Kneissl, Alexander Tichy and Sophie Felicia Mitlacher

Animals 2023, 13(9), 1540; https://doi.org/10.3390/ani13091540 - 4 May 2023

Cited by 2 | Viewed by 2369

Abstract

In a flipped classroom, learners study at home and do the ‘homework’ in class. This approach respects the limitations of memory and allows more interaction between learners. The overall vision is self-paced activities for learners with decreased boredom and greater task value, which [...] Read more.

In a flipped classroom, learners study at home and do the ‘homework’ in class. This approach respects the limitations of memory and allows more interaction between learners. The overall vision is self-paced activities for learners with decreased boredom and greater task value, which should facilitate deeper learning. To implement a flipped classroom, a bumpy incremental change process characterized by periods of relative stillness punctuated by the acceleration of pace was planned. All veterinary undergraduate students used an existing eLearning platform to access relevant text and selected image examples before class. Only for the randomly selected students in the flipped classroom (FC) was this content amended with purposeful audio content and concrete tasks. Further, FC learners discussed their opinions in an online class forum. To measure the educational change, a pre- and post-class formative test and a standardized questionnaire for students in the FC versus in the traditional classroom (TC) were performed. To assess engagement, students were invited to measure all learning activities, categorized into attendance, or self-study. The educational change project resulted in more commitment and less resistance from teachers. The FC consisted of 20 students, while the TC had 40. The mean pre-class scores difference between FC students and TC students was +1.7/20 points, and the mean post-class scores difference was +3/20 points. The chance of answering item 10 of the formative test (describe site of the fracture) correctly was about seven times higher for FC compared to TC learners (OR = 6.96; p = 0.002). The questionnaire revealed more satisfaction and greater task value in the FC compared to TC (p = 0.048). FC students invested 21 h into the course on average, while TC students invested 16 h. The results of this pilot agree with previous reports: A transparent process was helpful to initiate mainly positive interactions between teachers and students. Higher scores, higher chance to give the correct answer, greater task value, and more positive emotions are observed in the FC compared to the TC. Higher measures of learning time are not expected to affect exam results but indicate more engagement. Full article

(This article belongs to the Special Issue Education and Communication in Veterinary Clinical Practice)

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20 pages, 1549 KiB

Open AccessArticle

Outcome of Communication Training in Veterinary Studies: Influence on the Perception of the Relevance of Veterinary Competencies and Self-Assessment of Communication Skills

by Mahtab Bahramsoltani, Sonja Bröer, Susann Langforth, Corinna Eule, Alina Prior, Lena Vogt, Ting-Ting Li, Rebecca Schirone, Alina Pohl and Katharina Charlotte Jensen

Animals 2023, 13(9), 1516; https://doi.org/10.3390/ani13091516 - 30 Apr 2023

Cited by 3 | Viewed by 2115

Abstract

Since communication skills contribute significantly to professional success among veterinarians, there is a particular focus on developing communication classes in veterinary curricula. At Freie Universität Berlin, an e-learning course covering the basics of communication and a practical communication course based on role plays [...] Read more.

Since communication skills contribute significantly to professional success among veterinarians, there is a particular focus on developing communication classes in veterinary curricula. At Freie Universität Berlin, an e-learning course covering the basics of communication and a practical communication course based on role plays with and without simulation persons have been established. The outcome of these communication courses on the assessment of the relevance of several veterinary competencies and on the self-assessment of communication skills using the SE-12 questionnaire was investigated. For this purpose, students were surveyed before and after the e-learning course as well as before and after the practical course. Veterinarians were also surveyed on the relevance of veterinary competencies. The relevance of communicative competencies for professional success was rated significantly higher by the students after completing the practical course than by the other students and the veterinarians. Self-assessment of communication skills showed little increase after the e-learning course, but a significant increase after the practical course. Thus, an effective outcome of the communication classes was observed mainly after the practical course. However, the effect of the e-learning course cannot be ruled out since the students participating in the practical course have also completed the e-learning course beforehand. Full article

(This article belongs to the Special Issue Education and Communication in Veterinary Clinical Practice)

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20 pages, 3981 KiB

Open AccessProject Report

Evaluation of an Interprofessional Blended Learning Course Focusing on Communication within Veterinary Teams

by Sylva Agnete Charlotte Heise, Sandra Wissing, Verena Nerschbach, Ellen Preussing, Andrea Tipold and Christin Kleinsorgen

Animals 2024, 14(5), 729; https://doi.org/10.3390/ani14050729 - 27 Feb 2024

Viewed by 1347

Abstract

Based on the importance of communication and teamwork in veterinary practice, we explored the impact of a blended learning course designed to enhance interprofessional communication skills among veterinary students and apprentice assistants. The blended learning course design included online modules, synchronous (online) seminars, [...] Read more.

Based on the importance of communication and teamwork in veterinary practice, we explored the impact of a blended learning course designed to enhance interprofessional communication skills among veterinary students and apprentice assistants. The blended learning course design included online modules, synchronous (online) seminars, and simulation training sessions. The asynchronous online elements should complement the varied schedules of different professions and meet the individual needs of participants, especially considering the challenges posed by the COVID-19 pandemic. The course structure, evaluations, and outcomes were documented, showing a positive impact on knowledge gain concerning communication and self-assessment in communication skills. In the pretest, the participants scored 43.18% correct answers to a knowledge test, whereas 71.50% correct answers were given in the posttest. Some participants indicated an improvement in the self-assessment of their skills. For example, before the training only 13.64% answered the question “How prepared do you feel regarding your communication skills for entering the profession?” with “Very good” or “Good”, versus 50.00% in the posttest. There were also only 22.73% of participants who agreed to having sufficient understanding of the roles of other professional groups, while in the posttest, 81.82% agreed. The evaluations highlighted positive feedback on the organization, learning environment, and overall course structure. However, challenges such as limited resources, especially time and financial constraints, influenced the implementation and ongoing development of the course. Subsequent runs of the course could gather more data to further improve the teaching of veterinary interprofessional communication. This ongoing data collection would allow continuous insights into and adjustments to the teaching methods, ensuring maximum benefit for veterinary students and apprentice assistants. Full article

(This article belongs to the Special Issue Education and Communication in Veterinary Clinical Practice)

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