scholarly journals Evolution of the Teaching of Animal Welfare Science, Ethics and Law in European Veterinary Schools (2012–2019)

Animals ◽  
2020 ◽  
Vol 10 (7) ◽  
pp. 1238
Author(s):  
Nancy De Briyne ◽  
Jovana Vidović ◽  
David B. Morton ◽  
Manuel Magalhães-Sant’Ana
Keyword(s):  
Animal Welfare ◽  
Undergraduate Education ◽  
Common Good ◽  
Ethical Reasoning ◽  
Veterinary Education ◽  
Knowledge And Skills ◽  
Science Ethics ◽  
Societal Needs ◽  
Animal Welfare Science

Nowadays, animal welfare is seen as a ‘common good’ and a societal expectation. Veterinarians are expected to promote and ensure the welfare of animals under their care by using their scientific knowledge and skills in ethical reasoning and advocacy. Veterinary education must equip veterinary graduates with the necessary competences to fulfil these roles. In 2013, the Federation of Veterinarians of Europe (FVE) and the European Association of Establishment of Veterinary Education (EAEVE) adopted the Day-1 competences on animal welfare science, ethics and law for veterinary undergraduate education after having surveyed European veterinary schools in 2012. In 2019, the FVE carried out a follow-up survey to monitor the evolution of animal welfare teaching in Europe. A total of 82 responses were received, representing 57 faculties from 25 European countries. Overall results showed that the teaching of animal welfare science, ethics and law has increased in response to growing societal needs, and that welfare is more and more internally embedded in the profession, which is reflected in the curriculum. Nevertheless, at least one quarter of European schools still only partially meet the 2013 Day-1 competencies. This indicates the need for greater efforts, both from the EAEVE and from individual schools, to ensure that the teaching of animal welfare across Europe is standardised.

scholarly journals An evaluation of the implementation of quality improvement (QI) in primary care dentistry: a multi-method approach

2021 ◽  
Vol 10 (2) ◽  
pp. e000839
Author(s):  
Heather Cassie ◽  
Vinay Mistry ◽  
Laura Beaton ◽  
Irene Black ◽  
Janet E Clarkson ◽  
...  
Keyword(s):  
Primary Care ◽  
Quality Improvement ◽  
Case Studies ◽  
Quality Care ◽  
Theoretical Domains Framework ◽  
Team Members ◽  
Knowledge And Skills ◽  
Scottish Government ◽  
The Impact

ObjectivesEnsuring that healthcare is patient-centred, safe and harm free is the cornerstone of the NHS. The Scottish Patient Safety Programme (SPSP) is a national initiative to support the provision of safe, high-quality care. SPSP promotes a coordinated approach to quality improvement (QI) in primary care by providing evidence-based methods, such as the Institute for Healthcare Improvement’s Breakthrough Series Collaborative methodology. These methods are relatively untested within dentistry. The aim of this study was to evaluate the impact to inform the development and implementation of improvement collaboratives as a means for QI in primary care dentistry.DesignA multimethod study underpinned by the Theoretical Domains Framework and the Kirkpatrick model. Quantitative data were collected using baseline and follow-up questionnaires, designed to explore beliefs and behaviours towards improving quality in practice. Qualitative data were gathered using interviews with dental team members and practice-based case studies.ResultsOne hundred and eleven dental team members completed the baseline questionnaire. Follow-up questionnaires were returned by 79 team members. Twelve practices, including two case studies, participated in evaluation interviews. Findings identified positive beliefs and increased knowledge and skills towards QI, as well as increased confidence about using QI methodologies in practice. Barriers included time, poor patient and team engagement, communication and leadership. Facilitators included team working, clear roles, strong leadership, training, peer support and visible benefits. Participants’ knowledge and skills were identified as an area for improvement.ConclusionsFindings demonstrate increased knowledge, skills and confidence in relation to QI methodology and highlight areas for improvement. This is an example of partnership working between the Scottish Government and NHSScotland towards a shared ambition to provide safe care to every patient. More work is required to evaluate the sustainability and transferability of improvement collaboratives as a means for QI in dentistry and wider primary care.

scholarly journals PSIV-33 The Animal Welfare Assessment Contest® as a Tool to Promote Animal Welfare Education

2020 ◽  
Vol 98 (Supplement_4) ◽  
pp. 468-468
Author(s):  
Sharon Kuca ◽  
Lindsey McKinney ◽  
Cia Johnson
Keyword(s):  
Graduate Students ◽  
Animal Welfare ◽  
Educational Tool ◽  
Welfare Assessment ◽  
Behavioral Indicators ◽  
Animal Welfare Science ◽  
Computer Based ◽  
Animal Welfare Assessment ◽  
Strongly Agree

Abstract Established in 2001, the Animal Welfare Assessment Contest® (AWJAC®) aims to be an innovative educational tool for enhancing understanding and awareness of welfare issues affecting animals used for human purposes (e.g., research, agriculture, entertainment, companionship). The contest is open to participation by veterinary, undergraduate, and graduate students who may participate as individuals or as part of a team. A limited number of veterinarians are also eligible to compete as non-placing participants. Participation in the contest entails assessment of live and computer-based scenarios encompassing data, photographs, and videos of animals in comparable situations. Students then use the information obtained to rank the welfare of the animals in those situations on the basis of physiologic and behavioral indicators, with attention to facilities and management, and present their analyses orally to expert judges. The species featured change each year of the contest. At the completion of each contest, participants and coaches are asked to anonymously complete a written survey. The quantitative and qualitative results of this survey are used to determine if the contest has achieved its aims and incorporate suggestions for improvement of future contests. The majority of survey respondents from the five contests held between 2014–2018 report they either strongly agree or agree that the AWJAC increased their knowledge of animal welfare science (98%, n = 549) and was an overall valuable experience (99%, n = 547) that they would recommend to their peers (98%, n = 550). Respondents cited networking opportunities and diversity of species featured in the contest as key reasons the contest is valuable. Given these results, the AWJAC is successfully achieving its aims to increase animal welfare knowledge in an innovative way.

scholarly journals Feasible and effective use of a simulation-based curriculum for post-graduate emergency medicine trainees in India to improve learner self-efficacy, knowledge, and skills

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
T. Ahluwalia ◽  
S. Toy ◽  
C. Gutierrez ◽  
K. Boggs ◽  
K. Douglass
Keyword(s):  
Emergency Medicine ◽  
Self Efficacy ◽  
Pediatric Emergency ◽  
Pediatric Care ◽  
Procedural Skills ◽  
Knowledge And Skills ◽  
Post Graduate ◽  
Pediatric Emergencies ◽  
Simulation Based

Abstract Background Pediatric emergency medicine training is in its infancy in India. Simulation provides an educational avenue to equip trainees with the skills to improve pediatric care. We hypothesized that a simulation-based curriculum can improve Indian post-graduate emergency medicine (EM) trainees’ self-efficacy, knowledge, and skills in pediatric care. Methods We designed a simulation-based curriculum for management of common pediatric emergencies including sepsis, trauma, and respiratory illness and pediatric-specific procedures including vascular access and airway skills. Training included didactics, procedural skill stations, and simulation. Measures included a self-efficacy survey, knowledge test, skills checklist, and follow-up survey. Results were analyzed using the Wilcoxon signed-rank test and paired-samples t test. A 6-month follow-up survey was done to evaluate lasting effects of the intervention. Results Seventy residents from four academic hospitals in India participated. Trainees reported feeling significantly more confident, after training, in performing procedures, and managing pediatric emergencies (p < 0.001). After the simulation-based curriculum, trainees demonstrated an increase in medical knowledge of 19% (p < 0.01) and improvement in procedural skills from baseline to mastery of 18%, 20%, 16%, and 19% for intubation, bag-valve mask ventilation, intravenous access, and intraosseous access respectively (p < 0.01). At 6-month follow-up, self-efficacy in procedural skills and management of pediatric emergencies improved from baseline. Conclusions A simulation-based curriculum is an effective and sustainable way to improve Indian post-graduate EM trainees’ self-efficacy, knowledge, and skills in pediatric emergency care.

Veterinary education and students' attitudes towards animal welfare

2000 ◽  
Vol 146 (10) ◽  
pp. 269-272 ◽  
Author(s):  
E. S. Paul ◽  
A. L. Podberscek
Keyword(s):  
Animal Welfare ◽  
Veterinary Education ◽  
Students Attitudes

Animal welfare science—Working at the interface between the natural and social sciences

2006 ◽  
Vol 97 (1) ◽  
pp. 37-49 ◽  
Author(s):  
Vonne Lund ◽  
Grahame Coleman ◽  
Stefan Gunnarsson ◽  
Michael Calvert Appleby ◽  
Katri Karkinen
Keyword(s):  
Social Sciences ◽  
Animal Welfare ◽  
Animal Welfare Science ◽  
Science Working
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