Daniel Schull

Tick toxicity in cats caused by Ixodes species in Australia: a review of published literature.

Tick toxicity in cats caused by Ixodes holocyclus and related species is a common medical condition on the east coast of Australia. Intoxication typically causes a flaccid ascending neuromuscular paralysis and clinical signs can include anxiety, dysphonia, hind limb weakness and/or ataxia, pupillary dilation, respiratory signs and possible bladder voiding dysfunction. Diagnosis is made with a combination of appropriate clinical signs and visualisation of tick(s) on a thorough body search. Cases are classified clinically using a scoring system, which grades neuromuscular weakness and respiratory compromise. The mainstays of treatment are tick removal, administration of tick antitoxin serum and intensive supportive care. Given a prompt and appropriate management regimen, prognosis is good, according to available literature. Most of the literature concerning tick toxicity in cats is anecdotal in nature and an evidence-based review of what is known of this condition has not previously been published.

Final-year student and employer views of essential personal, interpersonal and professional attributes for new veterinary science graduates

OBJECTIVE To describe the perceptions of final-year veterinary science students regarding the importance of a variety of personal, interpersonal and professional attributes for new graduates, and to compare these with the views held by employers of new veterinary science graduates. DESIGN Final-year veterinary science students at The University of Queensland and a sample of employers of new graduates from The University of Queensland were surveyed using a written questionnaire. RESULTS The distributions of responses given by students and employers did not differ significantly for 44 of 54 attributes listed. Communication skills, teamwork, respect for co-workers, honesty and an awareness of personal limitations were valued highly by students and employers. CONCLUSION Final-year students and employers of new graduates from The University of Queensland ascribe similar importance to a variety of personal, interpersonal and professional attributes for new veterinary science graduates.

Enhancing professional writing skills of veterinary technology students: linking assessment and clinical practice in a communications course

Veterinary technology is an emerging profession within the veterinary and allied animal health fields in Australia and affords graduates the opportunity to contribute to the small but growing body of literature within this discipline. This study describes the introduction of a contextualised assessment task to develop students’ research capability, competence and confidence in professional writing, and to engage them with the academic publishing process. Students worked in self-selected dyads to author a scientific case report, of publishable standard, based on authentic cases from their clinical practicum. Intrinsic to the task, students attended a series of workshops that explored topics such as critiquing the literature, professional writing styles and oral presentation skills. Assessment was multi-staged with progressive feedback, including peer review, and culminated with students presenting their abstracts at a mock conference. Students reported the task to be an enjoyable and valuable learning experience which improved their competence and confidence in scientific writing; supported by a comparison of previously submitted work. Linking scientific writing skills to clinical practice experiences enhanced learning outcomes and may foster the professionalisation of students within this emerging discipline.

Demographics and Employment Destinations of a New Group of Veterinary Technologists in Australia

This article provides a descriptive analysis of the demographics and employment destinations of the first three cohorts (2003-2005) of graduates (N=69) from a program that is unique in Australia: the Bachelor of Applied Science (Veterinary Technology) at the University of Queensland. Data for this study were collected in February 2006 via e-mail, telephone, or personal communication with graduates, and from university records. Ninety-three percent (64/69) of the graduates were female. The mean age was 23 years, and 58% (40/69) had entered university directly from high school. Employment destinations were determined for 96% of the graduates (N=66). Of those, 52% (34/66) were employed in veterinary practices. Government agencies and allied animal industries accounted for 15% (10/66). Another 14% (9/66) had enrolled in further undergraduate study. Three percent (2/66) had enrolled in a research honors year or a doctor of philosophy (PhD) degree program at the School of Veterinary Science. Eight percent (5/66) were employed in wildlife parks, zoos, or universities, and the remaining 9% (6/66) were traveling overseas, seeking employment, or employed outside the field. The study revealed that graduates were employed in diverse veterinary and allied animal health occupations. There appears to be a niche for Australian veterinary technology graduates educated in a university environment that complements the role of the veterinary profession in the twenty-first century. This reflects trends emerging in other countries, most notably the United States and the United Kingdom.

Client Perspectives on Desirable Attributes and Skills of Veterinary Technologists in Australia: Considerations for Curriculum Design

Client or service user perspectives are important when designing curricula for professional programs. In the case of veterinary technology, an emerging profession in the veterinary field in Australasia, client views on desirable graduate attributes, skills, and knowledge have not yet been explored. This study reports on a survey of 441 veterinary clients (with 104 responses) from four veterinary practices in Brisbane, Queensland, conducted between October 2008 and February 2009. The included veterinary practices provided clinical placements for veterinary technology undergraduates and employment for veterinary technology graduates (2003-2007). Client socio-demographic data along with ratings of the importance of a range of technical (veterinary nursing) skills, emotional intelligence, and professional attributes for veterinary technology graduates were collected and analyzed. Overall, the majority of clients viewed technical skills, emotional intelligence, and professional attributes as important in the clinical practice of veterinary technology graduates with whom they interacted in the veterinary practice. Client interviews (n=3) contextualized the survey data and also showed that clients attached importance to graduates demonstrating professional competence. Agglomerative hierarchical cluster analysis revealed four distinct groupings of clients within the data based on their differing perceptions. Using a multivariable proportional-odds regression model, it was also found that some client differences were influenced by demographic factors such as gender, age, and number of visits annually. For example, the odds of female clients valuing emotionality and sociability were greater than males. These findings provide useful data for the design of a professionalizing and market-driven veterinary technology curriculum.

Am I Being Understood? Veterinary Students’ Perceptions of the Relationship between Their Language Background, Communication Ability, and Clinical Learning

During clinical workplace learning, effective communication between veterinary students and clinical staff is of paramount importance to facilitating learning, assessment, and patient care. Although studies in health sciences education have indicated that students may experience communication difficulties as a result of linguistic, cultural, and other factors and that these difficulties can affect clinical learning and academic outcomes, this has not yet been explored in veterinary clinical educational contexts. In this study, the authors sought to identify whether final-year veterinary students perceived that their communication ability influenced their clinical learning and, if so, whether language background was of significance. Seventy-one students from a final-year cohort at an Australian veterinary school completed a student perception survey at the end of their clinical training. Exploratory factor analysis was used to investigate the extent to which learners perceived that their communication ability influenced their clinical learning. Two factors explained 72.3% of total variance. Factor 1 related to communication ability as a source of concern; Factor 2 related to comprehending and contributing to clinical conversations. Communication ability as a source of concern differed significantly ( p < .001) between students who did and did not have an English-speaking background, but there was no significant difference between these two student groups for Factor 2. Although language background was associated with self-perceived communication ability, evidence also emerged that students may experience communication challenges during clinical learning, irrespective of their language background.