少数民族学生汉语水平对专业课成绩的影响

为了调查MHK成绩的高低，是否会影响动物医学专业少数民族学生的专业课成绩，以2015级97名参加过MHK考试的少数民族学生为研究对象，收集他们的MHK成绩和兽医产科学成绩，用GraphPadPrism6进行制图和统计。最终97名学生中MHK考试获得四级甲等的学生占20％，四级乙等占25％，三级甲等占32％，三级乙等占20％，不入级的学生占3％；获得四级甲等的学生兽医产科学平均分为83．47，四级乙等为79．08，三级甲等为74．48，三级乙等为70．94，不入级的学生为56．66。统计结果表明，不同等级的学生兽医产科学成绩存在显著差异，MHK等级越高，兽医产科学平均分越高，两者具有相关性。说明少数民族学生的汉语水平越好，专业课成绩也越高，因此要加强少数民族学生汉语的学习。     

Clinical veterinary students' perceptions of a 'Day one' skills guide

Veterinary schools in the UK are required by the Royal College of Veterinary Surgeons to ensure that their students have attained essential 'Day one' skills (DOS) by graduation. To aid students' understanding of how they could satisfy this requirement, the Royal Veterinary College produced a DOS guide, which was distributed in the 2007 to 2008 academic year to students in the third and fourth years of the professional veterinary course. The same students were surveyed towards the end of the 2008 to 2009 session about the guide, when they were in the fourth and final years, to rate its usefulness and to indicate their perceived levels of competence, both currently and expected at graduation. Focus group discussions were subsequently conducted to explore the findings of the survey. Responses from 88 fourth-year (39 per cent) and 174 (87 per cent) final-year students revealed that while almost all respondents were aware of the DOS guide, their use of it was low. Final-year students rated themselves as being more competent than fourth-year students, but were less optimistic about their expected level of competence regarding several invasive procedures, which some students considered to be 'unattainable' by graduation, despite the apparent value of extramural studies and intramural rotations in providing opportunities for learning.     

Tackling the knowledge explosion without overloading the student

SUMMARY Assessment of today's approach to veterinary education reveals a system overloaded with facts and students stressed to memorise and recall medical information. The Mississippi State University College of Veterinary Medicine has chartered a path to reduce the curricular information overload. The innovative incorporation of computers into the curriculum coupled with problem-based learning activities are preparing students to find information and learn on their own.     

Veterinary Anatomy Education in Korea

In Korea, there are 10 veterinary schools and about 500 new veterinarians are produced annually. Veterinary education is 6‐year‐system composed of pre‐veterinary (2 yrs) and veterinary course (4 yrs). Total of 28 to 33 subjects are taught in professional curriculum, including 21 of 23 subjects recommended by the World Veterinary Association (WVA) as minimum requirements for veterinary education. Only economics and botany are excluded. Currently, 6648 veterinarians are active in the profession in Korea; about 31% of these in clinical practice and 69% in non‐clinical areas. Korea has 3.5 million pets, 10.4 million livestocks, 105 million chickens, and 0.5 million other animals. In general, 630 livestock units (LU) are covered by each veterinarian. With improvement of economic status and life style change, the number and variety of species of companion animals are expanding, accordingly. Also the importance of molecular biology is recognized and included in the professional curriculum. In these changing times, it is believed that gross anatomy, histology and embryology are essential integral component of found in veterinary education. But the teaching hours of histology, embryology and gross anatomy have reduced 15% during last 5 years due to new subjects. Total teaching hours in professional curriculum is about 4100 hours (pre‐clinical 29%, paraclinical 32%, clinical course 38%). Average 200 hours are allocated for gross anatomy, histology and embryology lecture and average 250 hours for laboratory practice. The number of students per class ranges 40–80 depending on schools. The ratio of male and female students is 6–4, and the teaching faculty and students 1–22. The Korean Association of Veterinary Anatomists (KAVA) recommend one cow, five dogs, two pigs, five goats and 20 chickens per 20 students to be used for the dissection. The students are evaluated using various types of exam such as assignments, written and oral tests. Recently some schools are beginning to adopt block lectures and/or PBL.     

Communications: Comparison of Traditional and Molecular Detection Methods for Baculovirus penaei Infections in Larval Penaeus vannamei

Abstract

Penaeid shrimp Penaeus vannamei were experimentally infected at a mysis II stage with the penaeid shrimp virus Baculovirus penaei (BP). The larvae were sampled at 0, 8, 12, 18, 24, 48, and 72 h postinfection and were examined for evidence of infection by three different methods: wet mounts, histology, and nucleic acid probes. Wet-mount squashes of the hepatopancreas were prepared and examined for BP tetrahedral occlusion bodies (TOBs) or larvae were fixed in Davidson's fixative and processed for routine histology, then either stained with hematoxylin and eosin (H&E) or reacted with nonradioactive BP gene probes by in situ hybridization. Sections stained with H&E or reacted with labeled gene probes were examined for signs of BP infection, such as cell cytopathology, the presence of TOBs, or the presence of a purple precipitate (which indicates BP-specific nucleic acid in the tissue). Occlusion bodies were initially observed in the wet-mount squash of the hepatopancreas of one shrimp at 18 h postinfection, and advanced infections were commonly seen at 48 h postinfection. The first definitive positive by H&E histology was detected at 24 h postinfection, whereas the probes detected infections at 12 h postinfection. The results indicate that the BP gene probes have the capability of detecting a BP infection before TOBs are readily observable in wet-mount squashes of the hepatopancreas and before the formation of TOBs in infected tissue.     

How useful is plastination in learning anatomy?

In recent years plastination has begun to revolutionize the way in which human and veterinary gross anatomy can be presented to students. The study reported here assessed the efficacy of plastinated organs as teaching resources in an innovative anatomy teaching/learning system. The main objective was to evaluate whether the use of plastinated organs improves the quality of teaching and learning of anatomy. For this purpose, we used an interdepartmental approach involving the departments of Veterinary Anatomy, Human Anatomy, Veterinary Surgery, and Education Development and Research Methods. The knowledge base of control and experimental student groups was examined before and after use of the fixed or plastinated resources, respectively, to gather information evaluating the effectiveness of these teaching resources. Significant differences (p < 0.001) between control and experimental groups of Human and Veterinary Anatomy were observed in the post-test results. The Veterinary Surgery students had the most positive opinion of the use of plastinated specimens. Using these data, we were able to quantitatively characterize the use of plastinated specimens as anatomy teaching resources. This analysis showed that all the plastinated resources available were heavily used and deemed useful by students. Although the properties of plastinated specimens accommodate student needs at various levels, traditional material should be used in conjunction with plastinated resources.     

Detection of type II avian adenoviral antigen in tissue sections using immunohistochemical staining.

An immunohistochemical staining technique for the detection of marble spleen disease (MSD) viral antigens and other type II avian adenoviral antigens was developed using a mixture of monoclonal antibodies produced against hemorrhagic enteritis (HE) virus and a commercial streptavidin-biotin peroxidase indicator system. This technique was applied to both frozen and formalin-fixed paraffin-embedded tissue sections. The immunohistochemical staining technique was used on tissues from pheasants with experimental MSD, on tissues from a pheasant with natural MSD, and on tissues from turkeys with natural HE. Staining results were compared with routine hematoxylin-and-eosin (H&E) staining. Additional viral inclusions, not detected with H&E, were found in the liver, lung, bone marrow, and kidney sections using the immunohistochemical technique. The immunohistochemical technique was highly specific and sensitive for the detection of type II adenoviral antigen, and it appears to be useful for studying the pathogenesis of these diseases and for retrospective evaluation of routinely processed diagnostic tissue samples.     

A novel method for preparing histology slides to integrate the teaching of gross and microscopic anatomy

The authors have previously reported the development of a novel technique for sampling and preparing tissue slides for routine microscopic examination, without the use of a microtome. Termed "RAMP" (Rapid Adhesive Mediated Procedure), this simple, albeit somewhat crude, technique holds promise as a method that can be used in the field by veterinary practitioners for rapid microscopic evaluations to obtain early preliminary estimates of the nature of a mass or lesion. We incorporated the use of this method into a gross anatomy course in an attempt to gauge its utility for novices in tissue sampling and histology slide preparation. By having each group of students take a tissue sample from their cadaver, the activity simulated an actual necropsy situation in which practitioners in the field might use the technique. Because students were able to follow their specimen from sampling to microscopic examination, the activity provided a valuable integration of their learning of gross and microscopic anatomy. We conducted an evaluation of the process and the resulting slides with two successive classes of students. We conclude that the RAMP method is reasonably successful in the hands of individuals not trained in tissue preparation; was well received by the students as a valuable learning tool; and could potentially yield useful histological information for practicing veterinarians. Limitations of the method are also discussed.     

计算机辅助在少数民族学生《兽医寄生虫学》教学中的应用

《兽医寄生虫学》内容繁多,生活史复杂抽象,汉语水平相对薄弱的少数民族学生在课程学习中存在较大困难。经过摸索和实践,塔里木大学兽医寄生虫学课程组基于计算机辅助教学,在提高少数民族学生课程学习能力和综合素质培养等方面取得了较好的应用效果,同时也缓解了课程学时不足的问题。介绍了该模式在教学中的应用,以期对少数民族学生相关课程的讲授提供一定的参考。     

Evaluation of an Autotutorial-Simulator Program for Instruction of Hollow Organ Closure

Forty students were randomly assigned into two study groups (traditional, T; and simulator, S) of 20 students each for a core operative practice laboratory. Students were randomly paired and their group assignment and identity remained anonymous to the evaluators throughout the study. Questionnaires were distributed to students to evaluate prior surgical experience and obtain learning resource use information. Before the evaluation sessions, both groups were given identical learning resource opportunities except students in Group S received hollow organ simulators and practice materials for gastrotomy closure. All students were forewarned that surgical instruction would not be available during the evaluation sessions. In the first live animal evaluation session, all student pairs were videotaped after which stomachs were harvested for gross evaluation of the surgical site. Group T performed an additional gastrotomy for video and gross evaluation 2 weeks later. Questionnaire, and gross and video evaluation results were compared statistically between groups and sessions. The hollow organ model did not suitably simulate live stomach tissue; the material was more fragile and stiff and suture cut-out was a problem even with appropriate suture tension and technique. The model was effective for teaching needle placement, instrument usage, creating proper tissue inversion, and methods to minimize instrument handling of tissue during gastrotomy closure. Prior practice with models did not boost student confidence during their live gastrotomy session. The autotutorials (ATs) were well received by students but did not sufficiently address how to manage mucosal eversion, suture tension, and bleeding encountered during live gastrotomy. AT viewing lime positively correlated with mean total video score for Group T during both sessions. None of the students had prior experience performing hollow organ closure and no significant difference in experience level was evident between groups. Mean closure time was not significantly different between groups for session one (Group T, mean, 31.5 minutes, range, 18.4 to 53.4; Group S, mean, 28.2 minutes, range, 16.8 to 36), but was significantly reduced for session two (Group T, mean, 21.3 minutes, range, 13.9 to 31). This AT/simulator program does not significantly influence students' overall gastrotomy closure technique; gross and video evaluation scores were not significantly different between groups. Without instructor supervision, an additional gastrotomy experience did not improve surgical technique appreciably for Group T; however, these students performed the second procedure with more confidence and speed. Instruction during simulator or live animal practice appears to be necessary to assure adequate skill mastery and to reduce perpetuation of mistakes.     

Balancing veterinary students' and house officers' learning experiences in veterinary teaching hospitals

Veterinary students at two large veterinary referral teaching hospitals were surveyed on their perceptions of competition with interns and residents for learning experiences during clinical instruction. Their responses led to an additional survey of a cohort of clinical educators on how this competition might be managed, what impedes effective management, and how progress toward an improved clinical learning environment might be measured. This article describes the results of the survey and discusses the nature of the competition and factors affecting the competitive learning environment. The results of this study should be expanded to include a larger cohort of veterinary students and an assessment of house officers' and faculty members' perceptions.     

《兽医药理学》课程教学改革探析

为了提高学生学习兽医药理学的兴趣和实效性,对教学内容、教学方法和考核方式等方面的兽医药理学教学进行了探析。从合理规划教学重点、扩展教学内容、运用赏识教育、seminar教学法、网络平台以及丰富考核方法等方面对课程教学提出了建议与尝试,激发了学生的学习兴趣,提高了兽医药理学的教学水平和教学质量。     

兽医药理学翻转课堂教学模式的探讨

兽医药理学是动物医学专业基础兽医学与临床兽医学的桥梁课程。课程内容中引入病例分析,并采用翻转课堂教学法进行实践分析。结果显示,翻转课堂与传统教学中进行病例分析均使学生学习兴趣增加;采用翻转课堂教学模式课堂活跃,学生参与度高,有助于提高学生分析问题和解决问题的能力。     

动物病理生理学教学实践中学生创新性思维能力的培养

为了探讨在动物病理生理学教学实践中学生创新性思维能力的培养。文章对作者在动物病理生理学长期教学实践中运用的科研式教学法、PBL教学法、网络教学、病例教学法、分层互动式教学、黑箱法、哲学思维教学、学导式教学等方法进行了总结。通过在动物病理生理学课堂教学和实验教学中以上几种教学方法的尝试,使动物医学专业学生尽早体验临床兽医师的角色,将基础兽医学所学理论知识与临床兽医学相结合,逐步使学生具有创新性思维能力,达到预期的教学效果。     

Emergency medicine clerkship: a joining of private-practice referral veterinary medicine with an academic institution

Novel approaches to the clinical training of veterinary students in many disciplines are being sought by veterinary colleges. In 2004, the University of Florida College of Veterinary Medicine approached the Small Animal Department and Florida Veterinary Specialists (FVS) in Tampa with a proposal to jointly design and run an elective clerkship in emergency medicine. The program would focus on providing increased emergency case exposure in a real-world environment to interested third- and fourth-year veterinary students. The purpose would be to better prepare these students for emergent cases while increasing their overall level of clinical confidence. This article reviews in detail the clerkship structure, its objectives, and the logistics of training and support at FVS. In this instance, the academic-private institution partnership has been successful in providing effective learning for veterinary students over the last three years. This clerkship structure may serve as a template for other institutions exploring alternatives to the traditional clinical training of veterinary students.     

案例教学法在兽医产科学课程中的应用效果评价

为了调查案例教学法在兽医产科学课程应用中能否提升学生对该课的学习兴趣,提高兽医产科学成绩,以新疆农业大学动物医学学院8个教学班为研究对象,实施案例教学法。教学完成后,进行问卷调查及期末成绩对比,用Graphpad Prism 6进行分析。结果显示,课程结束后,学生对案例教学法融入专业课课程中表示认同和喜爱,对兽医产科学兴趣普遍提升,并期望在今后的课程中应用案例教学法授课。抽取其中2个教学班进行期末成绩对比分析,其平均成绩较往届提升了0.93分,说明案例教学法有利于提升学生对兽医产科学的学习效果,建议在今后的专业课教学中引入案例教学法。     

Book Reviews

Book reviewed in this article: Veterinary Protozoology Norman D. Levine Clinical Laboratory Animal Medicine Donald D. Holmes Infectious Diseases of Cats R. Charles Povey Applied Veterinary Anatomy Alexander de Lahunta and Robert E. Habel Avian Medicine and Surgery B. H. Coles Practical Veterinary Nursing Edited by C. J. Price The Dog's Health from A-Z John Bleby and Gerald Bishop Baillière's Veterinary Diary 1987 Edited by Tony Collins