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Animals
Special Issues
Veterinary Education: Innovation, Evaluation and Impact
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Veterinary Education: Innovation, Evaluation and Impact

A special issue of Animals (ISSN 2076-2615). This special issue belongs to the section "Veterinary Clinical Studies".

Deadline for manuscript submissions: closed (15 October 2023) | Viewed by 5125

Special Issue Editors

Prof. Dr. Liz H. Mossop

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Guest Editor
Vice Chancellor’s Office, University of Lincoln, Brayford Pool, Lincoln LN6 7TS, UK
Interests: veterinary education; professionalism; veterinary patient safety
Dr. Martin A. Cake

E-Mail Website
Guest Editor
School of Veterinary Medicine, Murdoch University, Perth, WA, Australia
Interests: employability; professional skills; veterinary education

Special Issue Information

Dear Colleagues,

The education of the veterinarians of tomorrow has evolved at considerable pace, in order to produce the highly skilled graduates needed to fulfill crucial roles in society. Veterinarians must care for multiple animal species, and for their human owners and society through important contributions to public health. Curricular evolution has seen a move to competency and outcomes-based programmes with an increasing emphasis on professional skills and employability. Whilst experiential learning has always been important in veterinary curricula, learning and assessment on the clinic floor has ever increasing importance and approaches to the teaching of clinical skills continue to evolve. The challengingly broad nature of veterinary curricula has led to much innovation in recent years, with an increasing focus on developing an evidence base for these innovations and ensuring theory informs practice with follow up evaluation.

This special issue will consist of veterinary education research and evaluation papers, demonstrating innovative practice and evaluation of that practice, with clear underpinning theoretical foundations. Papers with student and/or practitioner authors as part of the research team are particularly encouraged, recognizing the importance of these stakeholders in the evaluation of educational interventions.

Prof. Dr. Liz H. Mossop
Dr. Martin A. Cake
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Animals is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • veterinary education
  • innovation
  • evaluation

Published Papers (2 papers)

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Research

19 pages, 9504 KiB  
Article
Simulator-Assisted Training of Abomasal Surgery—A Pilot Study Using Blended Learning and Face-to-Face Teaching
by Julia Muehlberg, Andrea Tipold, Maike Heppelmann and Sandra Wissing
Animals 2023, 13(24), 3822; https://doi.org/10.3390/ani13243822 - 11 Dec 2023
Cited by 1 | Viewed by 1149
Abstract
Two stimulators were developed, one simplified and one realistic, in the present study for learning abomasal surgery for veterinary students. The simulators were tested in a pilot study: The upcoming blended learning format was compared with traditional face-to-face teaching. A total of 21 [...] Read more.
Two stimulators were developed, one simplified and one realistic, in the present study for learning abomasal surgery for veterinary students. The simulators were tested in a pilot study: The upcoming blended learning format was compared with traditional face-to-face teaching. A total of 21 5th-year students participated in the study. While one group learned the surgical technique in traditional face-to-face simulator training, the second group completed interactive video training asynchronously. Afterwards, skills were examined in person. The results showed that the different groups did not lead to different performance results. Participation in the study increased self-assessment of skills by an average of about 7 of 36 points, as well as the learning success and motivation of students in both groups. The simulators developed were well liked by the students and rated as appropriate by 12 practicing bovine veterinarians. The pilot study indicates that blended learning could be a suitable alternative to traditional face-to-face teaching. This should be followed by further research to support the use of blended learning in the veterinary education of clinical skills. Full article
(This article belongs to the Special Issue Veterinary Education: Innovation, Evaluation and Impact)
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22 pages, 1204 KiB  
Article
Business Intentions of Australian Veterinary Students—My Business or Yours? A Cluster Analysis
by Adele Feakes, Noel Lindsay, Edward Palmer and Kiro Petrovski
Animals 2023, 13(7), 1225; https://doi.org/10.3390/ani13071225 - 31 Mar 2023
Cited by 1 | Viewed by 3159
Abstract
Little is known about veterinary entrepreneurial predisposition. Yet entrepreneurship and intrapreneurship (entrepreneurial behaviour of employees) foster business innovation and growth and support wealth creation and employment in both privately and corporately owned businesses which deliver contemporary veterinary services. We used responses from 515 [...] Read more.
Little is known about veterinary entrepreneurial predisposition. Yet entrepreneurship and intrapreneurship (entrepreneurial behaviour of employees) foster business innovation and growth and support wealth creation and employment in both privately and corporately owned businesses which deliver contemporary veterinary services. We used responses from 515 final-year students in Australian entrepreneurship, nursing, and veterinary programs to capture entrepreneurial intention (EI), outcome expectations (OE-sb), entrepreneurial self-efficacy (ESE), and corporate/large organisation work intentions (CWIs). Veterinary respondents stood out for their high EI and high OE-sb, but low financial ESE and low CWI. Proportions of veterinary, entrepreneurship, and nursing respondents differed markedly across distinct cluster profiles representing entrepreneurial, intrapreneurial, both entrepreneurial and intrapreneurial, indifferent, and corporate employment intentions and attributes. Post hoc analysis revealed proportional cluster membership differences for respondents from different veterinary schools. Our findings raise questions regarding (1) the effectiveness of veterinary business curricula competencies which focus on expense management and (2) the implications of the mismatch of motivations and goals of new veterinary sector entrants whose low intent to work in a corporate environment is at odds with increasing corporate ownership of veterinary practices. To inform curricular change, we recommend further research to evaluate the relative impact of individual factors, admissions factors, and the formal or hidden curricula on entrepreneurial intention in veterinary final-year students. Full article
(This article belongs to the Special Issue Veterinary Education: Innovation, Evaluation and Impact)
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