Evaluation of veterinarian and veterinary student knowledge and clinical use of pulse oximetry

We hypothesized that veterinarians and veterinary students may lack key knowledge about pulse oximetry, which may result in this type of patient monitor not being used on appropriate patient populations or to its full capabilities. A questionnaire was developed to assess an individual's knowledge and understanding of pulse oximetry. Residents and specialists in anesthesiology and critical care at several academic institutions were surveyed first to assess the questionnaire for clarity and to serve as a control group. General veterinary practitioners (GPs) attending continuing education courses at the University of Georgia were surveyed over a 24-month period. Students entering their senior year anesthesiology rotation at the University of Georgia were also surveyed. Residents and specialists (69% correct responses) scored significantly higher than senior students (46%), who scored significantly higher than GPs (34%). Only 15% of GPs and 21% of senior students reported that they had received training in pulse oximetry in school. Those who had received training scored significantly higher than those who did not. Many GPs did not report using a pulse oximeter on their critical patients under anesthesia, a group that would be expected to benefit from its use. Veterinarians have a poor understanding about how pulse oximetry works, the information provided by pulse oximetry, and how to best apply it to their patients. Furthermore, the respondents did not use pulse oximeters in a manner that would derive the most information and result in the greatest benefit to the patient relative to the cost of the instrument. Didactic training in veterinary curricula and during continuing education opportunities continues to be necessary in order to produce veterinarians, who have an understanding of the technologies available that can be used to improve patient care.     

Incorporating an audience response system into veterinary dermatology lectures: effect on student knowledge retention and satisfaction

Veterinary educators are charged with delivering large amounts of information to adult students, who benefit from a more interactive learning environment than is often achieved through didactic lectures. Audience response systems (ARS) with wireless keypad technology facilitate interactive learning and have been used successfully in the education of health professionals. The objectives of this pilot study were to determine the effect of an ARS on the knowledge retention of veterinary dermatology students and to survey student attitudes concerning its use. A cohort-controlled trial was conducted to evaluate the potential benefits of ARS for short-term and long-term knowledge retention. Students also participated in four hours of student-directed case simulations using ARS technology. Students were surveyed regarding opinions on the use of the ARS. The mean short-term knowledge-retention test scores of groups A (ARS+) and B (ARS-) were 81% and 78%, respectively. The mean long-term knowledge-retention test scores of groups A and B were 54% and 55%, respectively. The differences between groups were not significant for either time period (p = 0.32, p = 0.77). Although benefits to short-term and long-term knowledge retention were not detected in this pilot study, all students responding to the survey perceived a benefit and supported the use of ARS in the clinical veterinary curriculum. ARS technology provides a tool for lecturers to create an interactive learning environment well suited for teaching veterinary dermatology.     

应对养猪场粪便污染问题的设想

随着养猪业的迅速发展,猪粪便污染问题越来越突出。1养猪场粪便污染问题的症结1.1没有很好地与种植业衔接起来。把猪粪便作为种植业的肥料回归土     

抓养殖排泄物综合治理 促生态畜牧业持续发展

针对当前嘉兴市南湖区生猪养殖导致排泄物大量排放问题，总结了综合治理排泄物的措施和经验，并对促进生态畜牧业发展提出了建议。     

Osteochondrosis and arthrosis in pigs. IV. Effect of overloading on the distal epiphyseal plate of the ulna

The effect of overloading on the distal epiphyseal plate of the ulna is described. The right forelegs of 6 pigs were fixed such that the pigs were forced to walk on 3 legs during 2 periods, the first of 12 days duration at about 50 kg live weight, and the second of 7 days at about 100 kg live weight. Osteochondrosis developed to a more marked degree in the left than in the right epiphyseal plate of the ulna, but this did not lead to reduced lengthwise growth of the bones to any great extent. The overloading led to reversible changes in the distal epiphyseal plate of the ulna. It is conceivable that this was due to disturbances in the metaphyseal blood flow. It is also conceivable that the overloading was neither great enough nor of sufficient duration to affect the epiphyseal blood flow with consequential irreversible damage to, and premature closure of, the epiphyseal plate.     

刍议校园垃圾分类与高校学生管理

PPP模式的垃圾分类管理为推向高校,首先在广东轻工职业技术学院开展试点工作。针对高校在实施PPP模式下的垃圾分类存在的问题,提出提升学生管理工作的有效举措,确保垃圾分类顺利进行,同时为垃圾分类在高校的改进与推广工作提出借鉴与参考。     

Tackling the issue of environmental survival of live Salmonella Typhimurium vaccines: Deletion of the lon gene

Vaccination is an important measure to control Salmonella contamination in the meat production chain. A previous study showed that both the ΔrfaJ and ΔrfaL strains are suitable markers and allow serological differentiation of infected and vaccinated animals. The aim of this study was to verify whether deletion of the lon gene in a Salmonella Typhimurium ΔrfaJ marker strain resulted in decreased environmental survival. Our results indicate that deletion of the lon gene in the ΔrfaJ strain did not affect invasiveness in IPEC-J2 cells and resulted in an increased susceptibility to UV, disinfectants (such as hydrogen peroxide and tosylchloramide sodium) and citric acid. Immunization of pigs with inactivated ΔrfaJ or ΔlonΔrfaJ vaccines allowed differentiation of infected and vaccinated pigs. Furthermore, deletion of the lon gene did not reduce the protection conferred by live wild type or ΔrfaJ vaccines against subsequent challenge with a virulent Salmonella Typhimurium strain in BALB/c mice. Based on our results in mice, we conclude that deletion of lon in ΔrfaJ contributes to environmental safety of the ΔrfaJ DIVA strain.     

The role of assessment in the student learning process

Assessment is a powerful learning tool that can enhance learning and education. The process of student assessment should align with curricular goals and educational objectives. Identifying the assessment strategies necessary for the proper evaluation of students' progress within individual programs is as important as establishing curricular content and delivery methods. The purpose of this paper is to discuss elements to be considered in assessment design and implementation as well as common challenges encountered during this process. Elements to be considered during assessment design include purpose of assessment, domains to be tested, and characteristics of the assessment tools to be employed. Assessment tools are evaluated according to four main characteristics: relevance, feasibility, validity, and reliability. Based on the evidence presented in the literature, the use of a variety of assessment tools is recommended to match diverse domains and learning styles. The assessment cycle concludes with the evaluation of the results and, based on these, the institution, program, or course can make changes to improve the quality of education. If assessment design aligns with educational outcomes and instructional methods, it improves the quality of education and supports student learning.