Catriona Bell

The transition into veterinary practice: Opinions of recent graduates and final year students

BackgroundThe transition from veterinary student to member of the veterinary profession is known to be challenging. This study aimed to determine and compare the opinions of final year veterinary students and recent graduates on graduate attributes that ease this transition.MethodsThe study was carried out across 3 veterinary schools in the United Kingdom. Paper based or electronic surveys were used. Final year students in the 3 schools were surveyed either electronically (school A) or on paper (schools B and C). Student cohort sizes were 112, 227 and 102 respectively. Recent graduates were contacted either at a reunion event (school A) or electronically from database records (school B and school C). Cohort sizes of contacted graduates were 80, 175 and 91 respectively. Respondents were asked to rate 42 individual attributes on a 5 point Likert scale. Focus groups with final year students and recent graduates and telephone interviews with recent graduates were carried out. Data were analysed by two researchers through a combination of manual coding and thematic analysis. Data were grouped into broad themes then sorted into narrower themes. Data were then searched for counter examples.ResultsResponse rates for final year students were 34% (school A), 36% (school B) and 40% (school C). Response rates for recent graduates were 56% (school A), 20% (school B) and 11% (school C). There was a high level of agreement between the cohorts with respect to communication skills, problem solving and decision making skills, recognition of own limitations and the ability to cope with pressure all rated unanimously important or very important. Business acumen, knowledge of veterinary practice management and research skills were the 3 attributes ranked at the bottom of the list. Nine attributes were identified with a significantly different (p < 0.05) ranking between the cohorts. Final year students ranked veterinary clinical knowledge, knowledge of veterinary public health and zoonotic issues, veterinary legislation and veterinary practice management, commitment to continuing professional development and ability to evaluate information higher than recent graduates. Recent graduates ranked the attributes of integrity, friendliness and compassion higher than final year students.ConclusionsRecent graduates and final year students rate highly the attributes which help foster the client/veterinarian relationship. Recent graduates reflect that a focus on knowledge based attributes is less important once in practice when compared to final year. The study confirms the importance to recent graduates and final year students of attributes considered as non-technical in the transition to working in the veterinary profession.

Prevalence of subclinical mastitis and associated risk factors in smallholder dairy cows in Tanzania

A cross-sectional study was carried out on 200 randomly selected farms in each of the Iringa and Tanga regions of Tanzania to estimate the prevalence and risk factors for subclinical mastitis in dairy cows kept by smallholders. Subclinical mastitis was assessed using the California mastitis test (cmt), and by the bacteriological culture of 1500 milk samples collected from 434 clinically normal cows. The percentages of the cows (and quarters) with subclinical mastitis were 75·9 per cent (46·2 per cent) when assessed by the cmt and 43·8 per cent (24·3 per cent) when assessed by culture. Factors significantly associated with an increased risk of a cmt-positive quarter were Boran breed (odds radio [or]=3·51), a brought-in cow (rather than homebred) (or=2·39), peak milk yield, and age. The stripping method of hand milking was associated with a significantly lower prevalence of cmt-positive quarters (or=0·51). The cmt-positive cows were more likely to be culture positive (or=4·51), as were brought-in (or=2·10) and older cows.

Perceptions of clients and veterinarians on what attributes constitute ‘a good vet’

The perceptions of veterinarians and small animal (SA) clients on what attributes constitute ‘a good veterinarian’ were examined by a questionnaire survey. The respondents were asked to record how important they considered 20 attributes for a veterinary surgeon to have on a five-point scale from ‘not at all important’ to ‘very important’. In addition, they were asked to list which attributes they considered to be the three most important attributes in a veterinary surgeon; finally, they were asked whether there were any additional attributes that they considered to be highly desirable in a veterinary surgeon. In total, 407 SA clients, 243 SA veterinarians and 61 non-SA veterinarians completed the questionnaire. There were significant differences in the proportion of clients who considered an attribute to be ‘very important’ compared with SA veterinarians for 12 of the 20 attributes (P<0.005). A larger proportion of clients considered ‘confidence’, ‘knowledge about veterinary medicine and surgery’, ‘cleanliness’, ‘good at explaining technical terms’, ‘patience’, ‘clear about cost of treatment’, ‘ability to work in a team’, ‘honesty’, ‘politeness’, ‘decisiveness’, ‘good with animals’ and ‘good practical skills’ to be ‘very important’ attributes than the SA veterinarians; a larger proportion of SA veterinarians considered ‘good communication skills’ to be a ‘very important’ attribute than the clients.

Evaluation of suicide awareness programmes delivered to veterinary undergraduates and academic staff

In an effort to increase suicide awareness skills among veterinary undergraduates, a three-hour suicide awareness workshop (safeTALK) was delivered to third-year Royal (Dick) School of Veterinary Studies undergraduates as part of their professional development curriculum. Students were able to opt out of the session by contacting the course organisers. A total of 26 of 151 (17 per cent) third-year students attended the workshop, and 17 completed a feedback questionnaire. The vast majority of the students reported that after completing the workshop they were more likely or much more likely to recognise the signs of a person at risk of suicide, approach a person at risk of suicide, ask a person about suicide, and connect a person at risk of suicide with help. Five veterinary academics attended a two-day Applied Suicide Intervention Skills Training (ASIST) course, and all reported that the course was effective in improving suicide awareness and intervention skills.

A cluster-randomised controlled trial to compare the effectiveness of different knowledge-transfer interventions for rural working equid users in Ethiopia

There have been few studies evaluating the efficacy of knowledge-transfer methods for livestock owners in developing countries, and to the authors’ knowledge no published work is available that evaluates the effect of knowledge-transfer interventions on the education of working equid users. A cluster-randomised controlled trial (c-RCT) was used to evaluate and compare the effectiveness of three knowledge-transfer interventions on knowledge-change about equid health amongst rural Ethiopian working equid users. Groups were exposed to either; an audio programme, a village meeting or a diagrammatic handout, all of which addressed identical learning objectives, and were compared to a control group which received no intervention. Thirty-two villages were randomly selected and interventions randomly assigned. All participants in a village received the same intervention. Knowledge levels were assessed by questionnaire administration. Data analysis included comparison of baseline data between intervention groups followed by multilevel linear regression models (allowing for clustering of individuals within village) to evaluate the change in knowledge between the different knowledge-transfer interventions. A total of 516 randomly selected participants completed the pre-intervention questionnaire, 504 of whom undertook the post-dissemination questionnaire, a follow up response rate of 98%. All interventions significantly improved the overall ‘change in knowledge’ score on the questionnaire compared to the control, with the diagrammatic handout (coefficient (coef) 9.5, S.E. = 0.6) and the village meeting (coef 9.7, S.E. = 0.6) having a significantly greater impact than the audio programme (coef 4.8, S.E. = 0.6). Covariates that were different at baseline, and which were also significant in the final model, were age and pre-intervention score. Although they had a minimal effect on the intervention coefficients there was a significant interaction between age and intervention. This study should aid the design of education materials for adult learning for working equid users and other groups in developing countries.

An evaluation of digital, split-site and traditional formats in conference poster sessions

The paper reports an evaluation of digital, split-site and traditional poster presentations at the Association for Medical Education in Europe (AMEE) conference in September 2004. The programme included 300 posters in 19 sessions, viewed, potentially, by 1265 conference participants, in parallel with other events. The instrument was a questionnaire of 16 open- and closed-format questions applied opportunistically and gaining 250 complete responses. Qualitative and quantitative analysis suggested that no one format was preferred. Each had different strengths and weaknesses relating to seeing and hearing the presenter and viewing the poster. Opportunities for discussion were highly valued.

Faculty Development in Veterinary Education: Are We Doing Enough (or Publishing Enough About It), and Do We Value It?

In this discussion article, I aim to promote international discourse about faculty development in veterinary education, to highlight both the paucity of literature available in this field and the variation in terminology used in publications, to draw from existing evidence in medical education literature, and to identify what we know already and where we are now and where we should be in the next 10 years.

Owner reported diseases of working equids in central Ethiopia.

Summary Reasons for performing study Working horses, donkeys and mules suffer from numerous diseases and clinical problems. However, there is little information on what owners perceive as important health concerns in their working animals. Objectives To identify and prioritise with owners the diseases and other health concerns in working equids in central Ethiopia using participatory methodologies. Study design Participatory situation analysis (PSA). Methods The study was conducted with carthorse‐ and donkey‐owners in 16 sites in central Ethiopia. Multiple participatory methodologies were utilised, including ranking, matrices and focus group discussions. Owners’ perceptions on frequency, importance, morbidity and mortality of volunteered diseases and the clinical signs that owners attributed to each disease were obtained; information regarding the impact of these diseases and health concerns was also sought. Results A total of 40 separate disease and health problems were volunteered by carthorse‐ and donkey‐owners. Horse‐owners volunteered a musculoskeletal syndrome (with the local name ‘bird’, clinical signs suggest possible disease pathologies including equine exertional rhabdomyolysis), colic and epizootic lymphangitis most frequently, whereas donkey‐owners volunteered sarcoids, nasal discharge and wounds to occur most frequently. One problem (coughing) was volunteered frequently by both horse‐ and donkey‐owners. Owners demonstrated knowledge of differing manifestations and severity of these problems, which resulted in differing impacts on the working ability of the animal. Conclusions Although many of the diseases and clinical signs had been previously reported, this study also identified some previously unreported priorities such as rabies in donkeys, an unidentified musculoskeletal syndrome in horses and respiratory signs in both horses and donkeys. The information gathered during this participatory study with owners may be used to inform future veterinary and educational programme interventions, as well as identify future research priorities.

Getting Started with Curriculum Mapping in a Veterinary Degree Program

The Royal (Dick) School of Veterinary Studies at the University of Edinburgh, UK, recently initiated a curriculum-mapping project to develop a tool that would facilitate curriculum review, improve integration and clarity across the curriculum, and provide a transparent method of demonstrating outcomes for quality-assurance purposes. The key finding from this project was that the curriculum-mapping process is a more resource-intensive undertaking than expected, and one that should not been taken lightly. At the time the project began, no commercial software was available that could be integrated with the programs other online systems or had content appropriate to an outcomes-based veterinary degree program. We recommend that future projects ensure a minimum of one dedicated full-time staff member, plus adequate educational technology support to develop a coherent and consistent format for the curriculum map that is integrated with the rest of the local online environment. Identifying the main focus of the map is also recommended at an early stage, as is the instigation of a small-scale pilot exercise to identify major local issues before starting the full mapping process. Future sustainability and development of a curriculum map also require buy-in from colleagues to ensure that relevant components of the map (e.g., learning objectives) are maintained and developed appropriately. This article is aimed at our colleagues who are considering starting a curriculum-mapping process at their institutions; we provide a brief overview of curriculum mapping, based on current literature, and then illustrate the process using our own experiences.

The use of global rating scales for OSCEs in veterinary medicine.

OSCEs (Objective Structured Clinical Examinations) are widely used in health professions to assess clinical skills competence. Raters use standardized binary checklists (CL) or multi-dimensional global rating scales (GRS) to score candidates performing specific tasks. This study assessed the reliability of CL and GRS scores in the assessment of veterinary students, and is the first study to demonstrate the reliability of GRS within veterinary medical education. Twelve raters from two different schools (6 from University of Calgary [UCVM] and 6 from Royal (Dick) School of Veterinary Studies [R(D)SVS] were asked to score 12 students (6 from each school). All raters assessed all students (video recordings) during 4 OSCE stations (bovine haltering, gowning and gloving, equine bandaging and skin suturing). Raters scored students using a CL, followed by the GRS. Novice raters (6 R(D)SVS) were assessed independently of expert raters (6 UCVM). Generalizability theory (G theory), analysis of variance (ANOVA) and t-tests were used to determine the reliability of rater scores, assess any between school differences (by student, by rater), and determine if there were differences between CL and GRS scores. There was no significant difference in rater performance with use of the CL or the GRS. Scores from the CL were significantly higher than scores from the GRS. The reliability of checklist scores were .42 and .76 for novice and expert raters respectively. The reliability of the global rating scale scores were .7 and .86 for novice and expert raters respectively. A decision study (D-study) showed that once trained using CL, GRS could be utilized to reliably score clinical skills in veterinary medicine with both novice and experienced raters.