Evaluation of a hemostasis model for teaching ovariohysterectomy in veterinary surgery

OBJECTIVE: To evaluate the efficacy of a reusable plastic model mimicking the anatomy and hemodynamics of the canine female genital tract for teaching basic surgical skills and ovariohysterectomy. SAMPLE POPULATION: 40 veterinary students of the class of 1998. STUDY DESIGN: Prospective study. METHODS: Students'confidence level and experience in private practice was evaluated via questionnaire before training. Students in 2 groups performed an ovariohysterectomy on cadavers (group C, n = 20) or on the model (Group M, n = 20) for 2 hours. Students' psychomotor and basic surgical skills were objectively assessed by the following tests: ligation of a foam cylinder, passing a needle through the eyelets of an electronic suture board, and ligating latex tubing. Results were compared before and after training and within and between groups. The ability of students to perform an ovariohysterectomy in a live dog after training was compared between groups with a scoring system. RESULTS: Students in both groups had similar surgical experience and basic skills before training. The results of the psychomotor and basic surgical skills tests were better in group M after training than group C. The improvement of each student in performing these tasks also increased when students were trained with the model. Scores assigned to students performing an ovariohysterectomy in a live dog were higher in group M (31.45 +/- 1.15) than in group C (20.7 +/- 1.42). CONCLUSION: The model was more effective than cadavers in teaching basic surgical skills and ovariohysterectomy in dogs.     

Developing and fostering a dynamic program for training in veterinary pathology and clinical pathology: veterinary students to post-graduate education

Recent reports project a deficiency of veterinary pathologists, indicating a need to train highly qualified veterinary pathologists, particularly in academic veterinary medicine. The need to provide high-quality research training for veterinary pathologists has been recognized by the veterinary pathology training program of the Ohio State University (OSU) since its inception. The OSU program incorporates elements of both residency training and graduate education into a unified program. This review illustrates the components and structure of the training program and reflects on future challenges in training veterinary pathologists. Key elements of the OSU program include an experienced faculty, dedicated staff, and high-quality students who have a sense of common mission. The program is supported through cultural and infrastructure support. Financial compensation, limited research funding, and attractive work environments, including work-life balance, will undoubtedly continue to be forces in the marketplace for veterinary pathologists. To remain competitive and to expand the ability to train veterinary pathologists with research skills, programs must support strong faculty members, provide appropriate infrastructure support, and seek active partnerships with private industry to expand program opportunities. Shortages of trained faculty may be partially resolved by regional cooperation to share faculty expertise or through the use of communications technology to bridge distances between programs. To foster continued interest in academic careers, training programs will need to continue to evolve and respond to trainees' needs while maintaining strong allegiances to high-quality pathology training. Work-life balance, collegial environments that foster a culture of respect for veterinary pathology, and continued efforts to reach out to veterinary students to provide opportunities to learn about the diverse careers offered in veterinary pathology will pay long-term dividends for the future of the profession.     

Applied animal behavior and obedience training course: a model for veterinary curricula

Animal behavior problems often have detrimental effects on the relationships between pets and their owners and are one of the most frequently given reasons for canine relinquishment. The stressful environment of animal shelters can exacerbate behavior problems; yet most shelters do not have the staff necessary to address this issue adequately. Veterinary students may provide an untapped resource for solving this dilemma. As a service component of the curriculum, Veterinary schools can join with local humane societies to expose students to behavioral issues and concurrently build relationships within the community and perhaps even offer shelter animals a better chance of successful adoption. The following paper describes a "hands-on" undergraduate animal behavior and obedience training psychology course, created as a model to address these needs.     

An exercise in leadership training for veterinary students aiming for careers in biomedical research

A group discussion on the theme of "leadership" has been a central event in the annual Cornell Leadership Program for Veterinary Students since 1990. However, these discussions were often unfocused and did not readily demonstrate the leadership skills of distinguished guests who were invited to participate. Since 1998, a new format for this session has been developed in which students and guests are assigned individual roles in a scenario that is unfolded by a moderator over two to three hours. This role-playing exercise ensures that every student is obliged to participate and has an opportunity to practice such leadership skills as critical thinking, verbal communication, and decision making under pressure and with inadequate information. The distinguished guests, in their assigned roles, are able to interact freely with the student fellows and thus demonstrate their expertise as experienced leaders. This challenging experience has become an enjoyable part of the 10-week Leadership Program and one that shows the importance of leadership skills for those who aspire to careers in the biomedical sciences.     

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.     

Development and evaluation of a leadership program for veterinary students

Leadership skills are important for many facets of professional life, but no known leadership training programs exist in North American veterinary schools. It was the purpose of this project to develop, deliver, and evaluate a leadership program for first-year veterinary students. Leadership attributes emphasized in the course included effective communication, openness to learning from others, self-awareness, commitment beyond self-interest, motivation, decision making, understanding issue complexity, and team building. The five-day course was delivered to 21 new veterinary students randomly selected just prior to their first-year orientation in the fall of 2000. Participants ranked themselves higher than non-participants in a post-course evaluation on their ability to be effective leaders. Participants reported an increase in self-confidence and a clearer understanding of their leadership roles. Participants also noted new support systems among co-participants and expressed a new ability to consider complex issues more broadly. Most reported that they frequently used enhanced skills in giving and receiving feedback and team building. Other leadership tools identified as valuable included negotiation, group dynamics, a structured approach to problem solving, time management, and an awareness of personal learning style preferences as a means to improve communication.