Piloting interprofessional education interventions with veterinary and veterinary nursing students

Interprofessional education (IPE) has received little attention in veterinary education even though members of the veterinary and nursing professions work closely together. The present study investigates veterinary and veterinary nursing students' and practitioners' experiences with interprofessional issues and the potential benefits of IPE. Based on stakeholder consultations, two teaching interventions were modified or developed for use with veterinary and veterinary nursing students: Talking Walls, which aimed to increase individuals' understanding of each other's roles, and an Emergency-Case Role-Play Scenario, which aimed to improve teamwork. These interventions were piloted with volunteer veterinary and veterinary nursing students who were recruited through convenience sampling. A questionnaire (the Readiness for Interprofessional Learning Scale [RIPLS]) was modified for use in veterinary education and used to investigate changes in attitudes toward IPE over time (pre-intervention, immediately post-intervention, and four to five months afterward). The results showed an immediate and significant positive change in attitude after the intervention, highlighting the students' willingness to learn collaboratively, their ability to recognize the benefits of IPE, a decreased sense of professional isolation, and reduced hierarchical views. Although nearly half of the students felt concerned about learning with students from another profession before the intervention, the majority (97%) enjoyed learning together. However, the positive change in attitude was not evident four to five months after the intervention, though attitudes remained above pre-intervention levels. The results of the pilot study were encouraging and emphasize the relevance and importance of veterinary IPE as well as the need for further investigation to explore methods of sustaining a change in attitude over time.     

Stress management interventions for veterinary students

Two-hundred-and-eighty-nine veterinary students from all four years of the University of Tennessee, College of Veterinary Medicine (UTCVM) were invited to complete the Derogatis Stress Profile (DSP)1 and an original Demographic Data Profile (DDP). The DSP assessed the students' current experiences of perceived stress, and the DDP was designed to gather information about students' academic year, their living situations, their financial situations, their interest area within the veterinary medical profession, and their current methods of coping with stress. These data were gathered as a baseline measure of veterinary medical students' perceived level of stress and quality of life. In an earlier study, data were also collected from faculty and staff about the perceived quality of the climate and culture of the veterinary college. The results of the DSP and DDP suggest that, although veterinary students at UTCVM do not experience significant levels of stress overall, they do report higher levels of subjective stress, time pressure, and depression than the general population. The more companion animals that veterinary students cared for in their personal lives, the more likely they were to report higher levels of perceived stress. Lastly, there were significant differences between genders, with female veterinary students reporting higher levels of perceived stress than their male counterparts. The preliminary results of the climate and culture data suggest that faculty and staff of the veterinary college individually feel that they are cared for in the work environment and collectively believe that the college strives for excellence.     

Education of veterinary medical and other public health providers: linking interventions with health outcomes

A systematic literature review was performed to summarize the nature, implementation, outcomes, and long-term impacts of previously instituted interventions and programs aimed at educating veterinary public health providers. A logic model was developed to direct the literature search strategy, provide a framework for evaluating the relationship between veterinary public health professional education and their associated population health outcomes, and guide future training development and recommendations for the education of veterinary health professionals. Our literature review indicates that there is a relative lack of published literature that connects veterinary public health educational interventions to population health outcomes. Reasons for the lack of evidence to connect educational programs and population health outcomes include the evaluation of outcomes on a short-term rather than intermediate- or long-term basis, a lack of experimental studies, and infrequent grounding in population health or educational theory. Future intervention recommendations as suggested in the reviewed articles are also summarized.     

A benefit-cost analysis of veterinary interventions in Afghanistan based on a livestock mortality study

This article evaluates a veterinary intervention program of the Dutch Committee for Afghanistan, started during the Soviet invasion of Afghanistan, a 10 year period during which veterinary services were otherwise completed disrupted. The veterinary field program was carried out mainly by paravets. A questionnaire-based survey was conducted to measure livestock mortality in districts that received veterinary services through the project and in neighboring districts that had not had veterinary services for about 10 years. The survey indicated that livestock mortality in districts that received veterinary services was lower than in districts without any veterinary services. Comparison of each of the 22 age-species-specific district pairs showed a difference in favor of the covered district in 18 pairs. In 12 out of these 18 pairs, this difference was significant. Overall annual mortality rates differed (in relative amounts) by 25%, 30%, and 22%, in calves, lambs, and kids, respectively, and in adult cattle, sheep, and goats, by roughly 30%, 40%, and 60%, respectively. In the absence of any other obvious distinctive features between the compared districts, we concluded that this difference in mortality was due to the presence or absence of veterinary services. A benefit-cost analysis showed that the benefit-cost ratio for the program was between 1.8 and 4.8. The high benefit-cost ratio resulted partly from the fact that the costs of the program were low, because it was implemented by a volunteer-run, non-governmental organization. In addition, due to the special circumstances prevailing in the country, any input in combatting diseases at this stage was bound to have a relatively high impact. We concluded that: (1) the veterinary program was important for the rebuilding of numbers of livestock and thus for the economy of Afghanistan, and (2) veterinary intervention programs under these and comparable circumstances can be highly cost-effective.     

Evidence-based veterinary medicine: evolution, revolution, or repackaging of veterinary practice?

Over time, evidence-based veterinary medicine (EBVM) should integrate with normal clinical practice. Also, clinical knowledge increases with EBVM, reducing the need for information in one area and allowing veterinarians to explore new areas of specialty or cutting-edge advances in the profession. Textbooks, journals, veterinary conferences, and web sites provide nearly unlimited information about EBVM for the practicing veterinarian to help with the transition to EBVM use in daily practice life. EBVM should continue to change and improve how we, as veterinarians, provide the best available care to our clients and patients.     

Evidence-based veterinary dermatology: a systematic review of interventions for treatment of Pseudomonas otitis in dogs

The efficacy and safety of pharmacological interventions to treat canine Pseudomonas otitis externa and media were evaluated based on the systematic review of clinical trials published between 1967 and 2006. Clinical trials were included if Pseudomonas species were cultured from the ears of dogs with otitis externa or otitis media prior to treatment, and if the outcome of these interventions was reported at the end of the study. Studies were compared with regard to design characteristics (randomization generation and concealment, masking, intention-to-treat analyses), benefit (microbiological and/or clinical resolution of the Pseudomonas otitis), and adverse effects. Ten trials reporting data on 162 patients and 13 different pharmacological interventions were identified. Based on the accepted criteria for quality of evidence, there is insufficient evidence for or against recommending the use of any of these treatments for Pseudomonas otitis in dogs. This is largely because there is only one trial supporting the use of each treatment option and none were randomized controlled trials. Future studies need to be prospective, randomized, blinded and controlled; designed to evaluate pharmacological interventions for otitis regardless of the infective organism; have appropriate statistical advice on recruitment numbers, the power of the study and appropriate statistical analysis; include details of underlying conditions and concomitant treatments; and be designed such that inclusion criteria include microbial culture and antimicrobial sensitivity, and outcome assessments include clinical examination, cytology and microbial culture.