Veterinary education in the era of information technology

SUMMARY A major innovation in the delivery of the veterinary curriculum is being implemented at The University of Melbourne using the subject of systematic bacteriology and mycology as a pilot project. Students receive course information as interactive, multimedia databases. These consist of text and an associated library of catalogued digital images, movies and sounds. The databases employ a hypermedia information system to achieve efficient integration within and between subjects. The new delivery method encourages greater autonomy and more active learning roles for students than occurs in traditionally taught courses. Students will use their databases as the principal resource of information for undergraduate studies. A unique feature of this system for delivering the curriculum is that students will modify and expand their databases during the course. The ultimate aim is for students at graduation to receive, on disc, a copy of their own databases, adapted by themselves to their particular future professional needs. As graduate veterinarians they will continue to use their databases as a major resource for information and learning, thus providing continuity from undergraduate to continuing postgraduate education.     

论信息传递在课堂生态系统中的作用

课堂生态是一种由教师、学生和课堂教学环境所构成的特殊的课堂教学生态系统，在这种生态系统中，教师与学生之间、师生与教学环境之间存在着信息流。信息流只有通过传递才能体现其价值，发挥其作用。信息传递使课堂生态系统产生了调节机制，有利于提高课堂教学质量。     

The role of handouts,note-taking and overhead transparencies in veterinary science lectures

OBJECTIVE: To study student and staff views of the role and use of handouts, note-taking and overhead transparencies in veterinary science lectures at the University of Queensland METHODS: The Nominal Group Technique was used to help develop a questionnaire, which was completed by 351 students (a response rate of 84%) and 35 staff (76%) from the 5 years of the veterinary course. The data were analysed using the SAS statistical computer package. RESULTS: Staff and students held different views as to the frequency with which handouts should be used, their educational value, and whether they should be complete or partial. Fewer students than staff agreed that handouts discourage further reading in a subject. Almost all staff and students saw the central functions of note-taking to be provision of notes for subsequent revision and encoding information given by the lecturer. More students than staff however, considered that note-taking in lectures interferes with understanding. Staff and students held similar views as to the uses of overheads in lectures. Interestingly however, more staff than students agreed that overheads often contain too much information. CONCLUSION: Both students and staff saw the central role of note-taking as providing a set of good notes for revision. Generally students preferred that this information be provided in the form of partial or complete handouts, while staff preferred students to take notes and to read outside lectures. Surprisingly, more staff than students felt that overhead transparencies often contained too much information. Note-taking, handouts and overhead transparencies need to be linked in a coherent educational strategy to promote effective learning.     

《农学概论》教学中多媒体的应用

《农学概论》课程是非农学专业学生学习和了解农业生产的基础性课程。该课程内容涵盖面广、素材丰富。如何在有限的时间内增加教学信息量和改善教学效果,是任课教师不断追求和研究的方向。以多媒体技术为辅助手段进行农学概论教学,有增加教学信息量,教学内容更加直观;调动学生积极性,提高教学质量;利于知识的交流、共享等诸多优点。但在应用的过程中也应注意教学准备和教师角色的重要性。     

ATLes: the strategic application of Web-based technology to address learning objectives and enhance classroom discussion in a veterinary pathology course

A case-based program called ATLes (Adaptive Teaching and Learning Environments) was designed for use in a systemic pathology course and implemented over a four-year period. Second-year veterinary students working in small collaborative learning groups used the program prior to their weekly pathology laboratory. The goals of ATLes were to better address specific learning objectives in the course (notably the appreciation of pathophysiology), to solve previously identified problems associated with information overload and information sorting that commonly occur as part of discovery-based processes, and to enhance classroom discussion. The program was also designed to model and allow students to practice the problem-oriented approach to clinical cases, thereby enabling them to study pathology in a relevant clinical context. Features included opportunities for students to obtain additional information on the case by requesting specific laboratory tests and/or diagnostic procedures. However, students were also required to justify their diagnostic plans and to provide mechanistic analyses. The use of ATLes met most of these objectives. Student acceptance was high, and students favorably reviewed the online 'Content Links' that made useful information more readily accessible and level appropriate. Students came to the lab better prepared to engage in an in-depth and high-quality discussion and were better able to connect clinical problems to underlying changes in tissue (lesions). However, many students indicated that the required time on task prior to lab might have been excessive relative to what they thought they learned. The classroom discussion, although improved, was not elevated to the expected level-most likely reflecting other missing elements of the learning environment, including the existing student culture and the students' current discussion skills. This article briefly discusses the lessons learned from ATLes and how similar case-based exercises might be combined with other approaches to enhance and enliven classroom discussions in the veterinary curriculum.     

Training students to appraise the quality of scientific literature

Implementing evidence-based veterinary medicine (EBVM) into clinical practice requires not only the ability to retrieve, interpret, and apply the results of published scientific studies, but also the ability to critically evaluate the quality of the literature. These skills, however, are not widely taught in the veterinary curriculum. The objective of this study was to test a literature evaluation form (LEF) designed to assist veterinary students in appraising the quality of literature on animal reproduction and to compare their ability to do so with that of students who were provided with a control form (CF). The 68 participants were in their fifth year of study and attended a clinical rotation at the Clinic for Animal Reproduction. Students in the LEF group determined the quality of two scientific papers, considering statements about study design, information content, and objectivity, and determined rating points to obtain an overall score. Participants using the CF ranked the quality of the article without the assistance of the quality assessment form. The LEF group was able to more correctly assess the quality of the literature and the variability of the chosen evidence levels was higher in the CF group. The questionnaire was found to be a useful tool for the systematic assessment of the quality of publications within a reasonable period of time. Seventy-eight per cent of the participants agreed that the LEF helps them evaluate the quality and validity of biomedical scientific information. We conclude that courses that introduce EBVM should be taught in the first semesters of the veterinary curriculum so that students can develop competence in defining a clinical problem, retrieving information from the literature, and developing independent critical thinking.     

Tablet computers in the veterinary curriculum

Tablet computers offer a new method of information management in veterinary medical education. With the tablet computer, students can annotate class notes using electronic ink, search for keywords, and convert handwriting to text as needed. Additional electronic learning resources, such as medical dictionaries and electronic textbooks, can be readily available. Eleven first-year veterinary students purchased tablet computers and participated in an investigation of their working methods and perceptions of the tablet computer as an educational tool. Most students found the technology useful. The small size and portability of the tablet allowed easy transport and use in a variety of environments. Most students adapted to electronic notetaking by the second week of classes; negative experiences with the tablet centered on a failure to become comfortable with taking notes and navigating on the computer as opposed to writing and searching on paper. A few performance-related problems, including short battery life, were reported. Tablet software allowed conversion of faculty course notes from a variety of original formats, meaning that instructors could maintain their original methods of note preparation. Adopting a consistent naming convention for files helped students to locate the files on their computers, and smaller file sizes helped with computer performance. Collaboration between students was fostered by tablet use, which offers possibilities for future development of collaborative learning environments.     

Information-seeking behaviors of first-semester veterinary students: a preliminary report

Although emphasis in veterinary education is increasingly being placed on the ability to find, use, and communicate information, studies on the information behaviors of veterinary students or professionals are few. Improved knowledge in this area will provide valuable information for course and curriculum planning and the design of information resources. This article describes a survey of the information-seeking behaviors of first-semester veterinary students at Purdue University. A survey was administered as the first phase of a progressive semester-long assignment for a first semester DVM course in systemic mammalian physiology. The survey probed for understanding of the scientific literature and its use for course assignments and continuing learning. The survey results showed that students beginning the program tended to use Google for coursework, although some also used the resources found through the Purdue libraries' Web sites. On entering veterinary school, they became aware of specific information resources in veterinary medicine. They used a small number of accepted criteria to evaluate the Web site quality. This study confirms the findings of studies of information-seeking behaviors of undergraduate students. Further studies are needed to examine whether those behaviors change as students learn about specialized veterinary resources that are designed to address clinical needs as they progress through their training.     

网络文化背景下大学生的思想道德教育

网络文化作为一种新型的文化形态,正改变着人们的物质生活。随着社会的进步和信息技术的发展,网络已成为大学生学习和文化生活的重要载体,网络文化已全方位走进了大学生的生活世界,影响着大学生的精神生活。阐述了网络文化的内涵,分析了网络文化给大学生思想德育建设带来的挑战,并针对性地提出网络文化背景下大学生思想道德建设的途径与方法。     

The first-year veterinary student and mental health: the role of common stressors

The present study evaluated the impact of academic and non-academic stressors on depression levels in a longitudinal investigation of 78 first-year veterinary medical students enrolled at Kansas State University (KSU). Students completed the Center for Epidemiological Studies Depression Scale during their first and second semesters to evaluate the dependent variable, depression. Students provided information about specific stressors and relevant demographic variables that yielded independent variables. One-third of veterinary medical students surveyed in their first and second semesters reported depression levels above the clinical cut-off; 15% of the sample experienced an increase in depression of at least one standard deviation, despite the apparent stability of the proportion of students experiencing significant depressive symptoms. Students whose depression scores increased by one standard deviation or who maintained scores above the clinical cut-off score were identified as struggling. Struggling students reported more first-semester homesickness and academic concerns, along with difficulty fitting in with peers and poorer perceived physical health during the second semester. This study helped to identify those students most prone to develop or maintain concerning depression scores. The discussion section addresses specific suggestions for intervening with struggling students.     

对高校《计算机应用基础》教学成效的评价

教学成效的评价是教学过程的重要环节，教师通过反馈的信息可以跟踪学生的学习进度以便掌握情况，修订教学内容，改进教学方法，促进学生自觉学习，提高学习效果。文中结合高校计算机基础教育的课程特点和学生的实际情况，探讨了贯穿整个教学过程的教学评价。对学生的评价可以由教师、同伴及学生自己进行，但最终要靠学习者的自我评价；对教师的教学工作、教学内容和系统的评价则需要教师、学生以及系统或教务管理员共同参与，根据上述评价要素所提供的信息进行分析，将评价结果反馈给评价对象，并提出改进意见。     

Evaluating the curriculum of the veterinary school of Firat University, Turkey, in terms of professional and technical skills

A significant portion of the problems faced by veterinarians is related to communication. These problems are intensely experienced between veterinary practitioners and animal owners; yet no lectures or courses aiming to improve professional skills are available in the curriculum of veterinary schools in Turkey. In this study, all students currently enrolled at, and 1992 and 1998 graduates of, the Veterinary School of Firat University (VSFU), Turkey, were surveyed to evaluate the attitudes of veterinary students and graduates toward technical and professional skills. Data were collected from 581 students and 61 recent graduates via personal interviews with students and questionnaires mailed to graduates; information was obtained about participants' technical and professional skills. The overall response rate was 85%. The results show that learning about technical and professional skills is highly valued; competence and comfort in skill sets are associated with comfort in establishing communication with instructors. Positive correlations were also noted between feeling comfortable with and feeling competent in both skill sets. In conclusion, it appears to be essential to introduce courses addressing improvement of professional skills to the curriculum of veterinary schools in Turkey, given that a successful veterinarian profile requires feeling competent in and comfortable with both technical and professional skills.     

The role of veterinary medical librarians in teaching information literacy

This qualitative study seeks to determine the nature of the instruction librarians provide to veterinary medical students at all 28 United States veterinary colleges. A secondary goal of the study was to determine in what ways and to what extent librarians participated in other instructional activities at their colleges. Over half of the librarians formally taught in one or more courses, predominantly in the first two years of the veterinary curriculum. One presentation per course was most common. Over half of the librarians interviewed stated that evidence-based veterinary medicine was taught at their colleges, and about half of these librarians collaborated with veterinary faculty in this instruction. Many librarians participated in orientation for first-year veterinary students. The librarians also taught instructional sessions for residents, interns, faculty, graduate students, and practicing veterinarians. This study found that librarians teach information literacy skills both formally and informally, but, in general, instruction by librarians was not well integrated into the curriculum. This study advances several recommendations to help veterinary students develop information literacy skills. These include: encourage veterinary faculty and administrators to collaborate more closely with librarians, incorporate a broader array of information literacy skills into assignments, and add a literature evaluation course to the curriculum.     

Use of critical interactive thinking exercises in teaching reproductive physiology to undergraduate students

In higher education, increasing emphasis is being placed on the use of new technologies in the classroom. However, the emphasis needs to be placed on methods that truly enhance understanding and knowledge retention. Class discussions help students understand and retain information previously presented in lecture format. Furthermore, if students are challenged to critically evaluate, communicate, and defend their ideas, knowledge retention and understanding will increase even more. Critical interactive thinking exercises (CITE) were employed at two different universities to enhance student knowledge retention and promote the development of critical thinking. Applicability of CITE to undergraduate learning was assessed over a 3-yr period in the undergraduate reproductive physiology courses at Michigan State University and the University of Missouri-Columbia. For each exercise, students were challenged to prepare a one-page, double-spaced composition addressing an incompletely understood phenomenon or problem-solving situation related to the reproductive system. In preparing their compositions, students were encouraged to use information previously presented in lecture plus outside information to develop their ideas. Students were required to formulate and defend a hypothesis or approach to the problem presented. At the subsequent class period, students were divided into groups of three to four, in which they interactively discussed their ideas. Each group member was challenged to defend his or her hypothesis and explanation and to persuade other group members to adopt their ideas. Each group then arrived at a consensual opinion that was presented during a discussion by the entire class. The class then debated the merits of each group's hypothesis or explanation and the supporting arguments presented. At first, the students were apprehensive about the CITE, particularly about communicating and defending ideas with their classmates. However, course evaluations showed that 131 out of 137 students considered the CITE a positive experience that enhanced learning. Additionally, 131 out of 137 students reported that the CITE enhanced their critical thinking skills. We feel that the use of CITE in teaching reproductive theory to undergraduate students fosters critical thinking skills, communication skills, and knowledge retention. The general concept can be readily applied to courses in other subject areas in the animal sciences.     

Evaluation of computer-aided learning illustrated by the multimedia program, "Hereditary diseases of the dog--joints,bones, musculature"

Results are presented on the evaluation of the interactive tutorial and information system "Hereditary diseases of the dog-joints, bones, musculature" which was developed at the Institute of Animal Breeding and Genetics and the Clinic for Small Animals at the School of Veterinary Medicine Hannover, aiming to improve the problem consciousness for the genetic background of most diseases of the musculoskeletal system of the dog. It addresses veterinarians, students of veterinary medicine and also dog breeders and owners. The programme offers extensive basic information about all known hereditary diseases of the joints, bones and muscles of the dog and gives also information on symptoms, diagnosis, therapy, distribution and genetics of the diseases. The user can apply it as a reference book, as a tutorial to complete or control his knowledge or to gain a fast overview of the up-to-date knowledge. The tutorial was evaluated by students in the second and third academic year, veterinary surgeons and dog breeders. Computer assisted learning was judged as very positive by all test persons. The programme received from all test persons an average score of 2.11 +/- 0.77 on a scale from 1 (very good) to 5 (unsatisfactory). The results show that computer-aided learning can be an effective and stimulating substitution to traditional learning and learning materials.     

A problem-solving format for written examinations in veterinary clinical subjects

A simple format for a problem-solving written examination for testing students in clinical subjects was devised. A clinical problem was divided into several parts, which were described on separate pieces of paper. Students answered one part at a time, and then proceeded to the next part on which earlier relevant information was retained. The format requires students to recall, collate, analyse, interpret and synthesise information; it has been used successfully for seven years, and has potential as a teaching method.     

Understanding veterinary students' use of and attitudes toward the social networking site, Facebook, to assist in developing curricula to address online professionalism

Social media is an increasingly common form of communication, with Facebook being the preferred social-networking site among post-secondary students. Numerous studies suggest post-secondary students practice high self-disclosure on Facebook. Research evaluating veterinary students' use of social media found a notable proportion of student-posted content deemed inappropriate. Lack of discretion in posting content can have significant repercussions for aspiring veterinary professionals, their college of study, and the veterinary profession they represent. Veterinarians-in-training at three veterinary colleges across Canada were surveyed to explore their use of and attitude toward the social networking site, Facebook. Students were invited to complete an online survey with questions relating to their knowledge of privacy in relation to using Facebook, their views on the acceptability of posting certain types of information, and their level of professional accountability online. Linear regression modeling was used to further examine factors related to veterinary students' disclosure of personal information on Facebook. Need for popularity (p<.01) and awareness of consequences (p<.001) were found to be positively and negatively associated, respectively, with students' personal disclosure of information on Facebook. Understanding veterinary students' use of and attitudes toward social media, such as Facebook, reveals a need, and provides a basis, for developing educational programs to address online professionalism. Educators and administrators at veterinary schools may use this information to assist in developing veterinary curricula that addresses the escalating issue of online professionalism.     

Effects of formal training in communication skills on the ability of veterinary students to communicate with clients

All UK veterinary schools have recently introduced small group teaching of communication skills for undergraduates. This study evaluates the effectiveness of this approach in improving the ability of students to communicate with clients in clinical situations. Three groups of clinical veterinary students with either no training or different levels of formal training in communication skills were assessed on their ability to communicate with clients at a local charity clinic. The students' communication skills were assessed quantitatively by direct observation during the consultation and by subsequent questioning of the clients. The accuracy of the clients' recall of relevant information about the animal's condition, medication and management was also analysed. The student groups were then compared on the basis of the scores they obtained. There was a significant improvement in the students' communication skills with increasing levels of training (P<0.0001). The group with the highest level of training consistently achieved higher rankings and median scores than the other two. When appraised by clients, this group significantly outranked both the other groups, but there was no difference between the group with no training and the group with an intermediate level of training. The clients' recall of information given in the consultation was more variable; but the group with the highest level of training achieved higher rankings in all the areas of client recall except for the animal's medication.     

Using a natural abilities battery for academic and career guidance: a ten-year study

Over a period of 10 years, first-year students from 11 consecutive veterinary classes conducted a self-assessment using a natural abilities survey. The present study analyzes the data compiled from students' self-assessment results. As a group, veterinary students are exceptional problem solvers, either through inductive or deductive reasoning, and have strong spatial relations capacities. Veterinary students have a range of learning styles with design memory being the primary vehicle for information delivery and tonal memory being the least frequently used style overall. Information gained on each student's natural abilities can be used to guide effective career decision making and enhance prospects for long-term career satisfaction.     

Web 2.0 and the veterinary profession: current trends and future implications for lifelong learning

The NOVICE project is an EU initiative under the Lifelong Learning Programme, which aims to develop an online, professional network to promote informal, lifelong learning within the veterinary profession, using Web 2.0 tools. To inform the development of the network, a need analysis study was undertaken with relevant stakeholders. Focus group discussions were undertaken with veterinary students and veterinarians and a survey was administered to first-year students and recent graduates. The results indicate that use of computers and the internet is ubiquitous among junior members of the profession and that use of Web 2.0 tools is increasing. Concerns raised in relation to participation in online communities include verifying the quality of information and issues around professionalism. Compared with face-to-face communities, online communities were perceived to offer a number of advantages. These include convenient access to expert advice on an international scale, as well as helping to alleviate certain barriers to participation in formal, continuing education such as time, distance and cost.