scholarly journals Cardiac auscultation skills in final year veterinary students and recent veterinary graduates, referral hospital veterinary surgeons and veterinary cardiologists or cardiology residents

2021 ◽  
Author(s):  
Deirdre Mullowney ◽  
Virginia Luis Fuentes ◽  
Dominic Barfield
Keyword(s):  
Referral Hospital ◽  
Cardiac Auscultation ◽  
Veterinary Students ◽  
Veterinary Surgeons

scholarly journals Mental wellbeing of equine veterinary surgeons, veterinary nurses and veterinary students during the COVID‐19 pandemic

2020 ◽  
Vol 33 (1) ◽  
pp. 15-23
Author(s):  
T. S. Mair ◽  
D. R. Mountford ◽  
R. Radley ◽  
E. Lockett ◽  
T. D. Parkin
Keyword(s):  
Mental Wellbeing ◽  
Veterinary Students ◽  
Veterinary Surgeons

Identifying the Barriers to Incorporating Reflective Practice into a Veterinary Curriculum

2021 ◽  
pp. e20200040
Author(s):  
Denis Duret ◽  
Nuria Terron-Canedo ◽  
Margaret Hannigan ◽  
Avril Senior ◽  
Emma Ormandy
Keyword(s):  
Reflective Practice ◽  
Student Perceptions ◽  
Well Being ◽  
Veterinary Science ◽  
Large Role ◽  
Veterinary Students ◽  
Professional Accountability ◽  
Veterinary Surgeons ◽  
The University ◽  
Veterinary Curriculum

A portfolio with good reflective content can play a large role in learning and setting up the lifelong learning practice required by veterinary surgeons in practice or in research. The aim of this project was to investigate students’ experience with their reflective diaries within an electronic portfolio (e-portfolio). Focus groups were conducted with veterinary students at the University of Liverpool in years 1–4 to explore student perceptions of the e-portfolio, with an emphasis on reflection. Three themes emerged from the qualitative analysis: assessment, understanding the assignment (i.e., is it a useful and fair exercise?), and student well-being (i.e., stress, professional accountability, anxiety). Students had clear concerns about the assessment and did not see the relevance of the reflective diaries to their future career and learning. This has led the university’s School of Veterinary Science to restructure the reflections on professional skills in the portfolio.

scholarly journals Urine dipstick precision with standard visual and automated methods within a small animal teaching hospital

2018 ◽  
Vol 183 (13) ◽  
pp. 415-415 ◽  
Author(s):  
Marisa da Fonseca Ferreira ◽  
Marta Garcia Arce ◽  
Ian Graham Handel ◽  
Craig Robert Breheny ◽  
Adam George Gow
Keyword(s):  
Teaching Hospital ◽  
Visual Analysis ◽  
Small Animal ◽  
Urine Samples ◽  
Veterinary Students ◽  
Private Hospitals ◽  
Reading Methods ◽  
Urine Dipstick ◽  
Veterinary Surgeons ◽  
Automated Methods

Urine dipstick results may vary between operators/methods. The magnitude of variation across the veterinary field is currently unknown. The aim of this study was to compare the precision of urine dipstick results between standard direct visual and automated reading methods when performed by several operators. Urine samples were pooled and divided into three aliquots: one plain, one with glucose and one with serum. Final year students, veterinary surgeons and veterinary nurses, blinded to each sample, were then asked to perform dipstick analysis with direct visualisation and an automated analyser, and their technique was observed. A subsequent session was undertaken with samples which had pH titrated to achieve an acidic, neutral or alkaline value. Sixty-four veterinary students, 20 veterinary surgeons and seven veterinary nurses performed the first (n=61) or second (n=30) part of the study. Precision was greater using the automated reader. The most common observed technique errors were: lack of sample mixing, for both visual and automated methods, and not timing readings as per manufacturer instructions when performing visual analysis. This study suggests that in an environment with multiple operators, as is the case in veterinary teaching or large private hospitals, automated urine dipstick reading improves precision of results.

scholarly journals THE NORMAL RADIOGRAPHIC ANATOMY OF THE FORELIMB IN SUNDA PORCUPINE

2019 ◽  
pp. 115
Author(s):  
Yuliani Suparmin ◽  
Gunanti Gunanti ◽  
Deni Noviana ◽  
Srihadi Agungpriyono
Keyword(s):  
Digital Radiography ◽  
Wild Animal ◽  
Veterinary Students ◽  
Male And Female ◽  
Veterinary Surgeons ◽  
Reference Images

The aim of this project is to develop a detailed accessible set of reference images of the normal forelimb radiographic anatomy in sunda porcupine (Hystrix javanica), including digit,carpus, metacarpal, radius, ulna, and humerus. This project that using 2 healthy sunda porcupines (male and female) was radiograped using digital radiography and standars projection. Four images, illustrating the normal radiographic anatomy of the forelimb were selected and presented along with detailed description. These image are aimed to be of assistence to veterinary surgeons, veterinary students, medic concervation especially in domestic wild animal, and veterinary researchers by enabling understand of the normal radiographic anatomy of the forelimb, and allowing comparison with the abnormal radiographic.

scholarly journals Assessment of Intra- and Inter-observer Measurement Variability in a Radiographic Metacarpophalangeal Joint Osteophytosis Scoring System for the Horse

2020 ◽  
Vol 7 (2) ◽  
pp. 39
Author(s):  
Luca Lacitignola ◽  
Annarita Imperante ◽  
Francesco Staffieri ◽  
Rocco De Siena ◽  
Pasquale De Luca ◽  
...  
Keyword(s):  
Scoring System ◽  
Metacarpophalangeal Joint ◽  
Veterinary Students ◽  
Measurement Variability ◽  
Group I ◽  
Veterinary Surgeons ◽  
Radiographic Score ◽  
Reference Images ◽  
The Mean ◽  
Different Levels

The study evaluated the intra- and inter-observer measurement variability of an osteophytosis metacarpophalangeal joint scoring system. Ten (n = 10) dorso/palmar, latero/medial, and oblique views of equine metacarpophalangeal joints affected by osteoarthritis were examined. Nine assessment points were graded (scale: 0–3) twice by five veterinary students (inexperienced group, I) and four equine veterinary surgeons (expert group, E). The grades for each of the nine factors were summed to obtain the osteophytosis score. The variability between the two measurements was −2.04 ± 3.5, 95% CI −3.04 to −1.03 for the I group. For the E group, they were 0 ± 1.43, 95% CI −0.45 to 0.45. In the evaluation of the same radiographs, the I group had a coefficient of variability (CV) of 37.29%. The correlation was r = 0.90%. The CV between groups was 28.85%. The mean difference between the two observations was -0.03 ± 0.29 in the E group and 0.22 ± 0.77 in the I group. The I group showed a greater CV when the score was low (r = −0.78) compared to the E group, where the CV was independent of severity of osteophytosis (r = −0.47). The osteophytosis scoring system is an easily applicable and feasible system to be used by observers with different levels of experience, but inexpert observers may need additional training or may need to be helped by reference images. These data are validated by the low inter- and intra-observer measurement variability results in the E group. Therefore, the scoring system proposed seems to be a repeatable instrument applicable to the radiographic score of the severity of metacarpophalangeal joint osteoarthritis.

scholarly journals How do veterinary students engage when reflecting on their development towards being veterinary surgeons?

2020 ◽  
Vol 187 (9) ◽  
pp. e77-e77
Author(s):  
Elizabeth Armitage-Chan ◽  
Stefanie Reissner
Keyword(s):  
Professional Development ◽  
Professional Practice ◽  
Text Analysis ◽  
Theoretical Frameworks ◽  
Veterinary Students ◽  
Body Of Knowledge ◽  
Knowledge Deficit ◽  
Veterinary Surgeons ◽  
New Learning ◽  
Values And Beliefs

BackgroundReflection has been widely acknowledged to contribute to professional development, the ability to manage tension and enhanced resilience. However, many practitioners struggle to reflect productively due to a lack of clarity of what constitutes effective reflection.MethodsTo help develop reflective competence among future professionals, 30 veterinary students’ reflective assignments were analysed by thematic text analysis. Theoretical frameworks were based on published criteria for critical and core reflection.ResultsReflection was described through resources (the tools used), practices (the ways of using these tools) and outcomes (what was achieved). This helped to distinguish simple skills based reflection from higher-level core reflection. Simple skills-based reflection was associated with an identity of expert learner: students perceive that their task is to identify a knowledge deficit that can be easily rectified through new learning. Core reflection was associated with students articulating an identity of adaptable professionals: rather than veterinary challenges being resolved simply through application of a body of knowledge, wider complexities of professional practice are recognised, including a need to resolve tension between their own and other stakeholders’ priorities, values and beliefs.ConclusionScaffolding an iterative, cyclical reflection process may support outcomes oriented towards resilience and the management of tension.

Pedagogical Technologies for Developing Visual Literacy in Veterinary Students in the Profession-Related Foreign Language Class

2020 ◽  
Vol 18 (2) ◽  
pp. 103-110
Author(s):  
Irina Valentinovna Kulamikhina ◽  
◽  
Zhanbota Baurzhanovna Esmurzaeva ◽  
Maxim Leonidovich Marus ◽  
Polina Vladimirovna Zakotnova ◽  
...  
Keyword(s):  
Foreign Language ◽  
Visual Literacy ◽  
Veterinary Students ◽  
Language Class
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