Analysis of participation rates in Poll Everywhere questions and academic performance in a veterinary biochemistry and metabolism course.

The objective of the present study was to investigate whether class participation correlates with academic performance in a biochemistry and metabolism course for first-year veterinary school students. To increase engagement in this course, students had the opportunity to answer Poll Everywhere questions during many lectures in the course. These questions were mainly in multiple-choice format and delivered to students at various times (beginning, middle, and end) during the class. We compared students who earned A, B, or C grades with how often those cohorts participated in the Poll Everywhere questions. The results indicate that students who earned an A in the course have statistically significant higher participation in Poll Everywhere questions compared with students who earned a B or a C. The results do not distinguish between students who attended the lecture in person and those who watched the live stream, since remote students could answer the Poll Everywhere questions during class time. The results demonstrate an association between class participation and academic performance.NEW & NOTEWORTHY Many professional schools (medical, dental, and veterinary) routinely record most lectures and do not require attendance. Although lecture recordings may provide a valuable study tool for students, these results suggest that students who do not actively engage with class material miss an opportunity to maximize learning.

Use of short videos and case studies to enhance student confidence in biochemistry knowledge and application in a large lecture biochemistry course in first year veterinary curriculum.

Large lecture courses are an efficient way to convey material to many students but have potential limitations, most notably the tendency for them to promote passive learning opportunities rather than active pedagogies. The curriculum at Cummings School of Veterinary Medicine at Tufts University, like many veterinary schools, contains many large lecture courses in the pre-clinical curriculum. This objective of this study was to use two active pedagogical interventions in a first-year lecture course named Veterinary Biochemistry and Metabolism that drew connections between basic science and several veterinary diseases. The first intervention targeted increasing students' intrinsic motivation and their confidence with understanding biochemistry concepts using videos created via collaborations between students, staff, and clinical and basic science faculty. The second intervention targeted active and collaborative learning via the implementation of clinical case studies completed in groups to relate lecture content to clinical scenarios with the aim of further enhancing student confidence in their knowledge of the material. To assess the effectiveness of these two interventions, pre-and post-course surveys using Likert style questions were administered to evaluate student confidence in the targeted concepts. The post-survey included open-ended responses on students' perspectives on their most important takeaways from the activities and their suggestions for improvements. The data showed a positive impact of these interventions on student motivation and confidence in their knowledge. This study provides support that targeted interventions to increase active learning strategies increase student engagement and may improve learning efficacy in large lecture courses.

Assessing the Impact of a Pilot Nutrition Curriculum on Students' Confidence and Ability to Perform Nutritional Assessments on Overweight Dogs and Cats for Use in a Veterinary Outreach Program.

Obesity is a growing concern for dogs and cats. Although veterinary input is critical to prevent and manage obesity, conversations addressing overweight pets are challenging and require training to perform effectively. This study assessed the impact of a nutrition curriculum developed for use in a veterinary outreach program on student confidence and ability to perform nutritional assessments, particularly on overweight pets. The curriculum was developed by students and a Board-Certified Veterinary Nutritionist focusing on (1) performing nutritional assessments and (2) discussing the findings with owners. Initial implementation and evaluation occurred with 32 students. Pre-study and post-study surveys were conducted asking students to rank their confidence in 14 aspects related to nutritional assessments, determine opportunities for change from a case summary, and describe their experience using the materials. Five students in the outreach program performed an additional nutritional assessment and developed a plan for a hypothetical case. Results were analyzed for significance via the likelihood ratios Chi-square and Wilcoxon signed-rank tests. Students showed significant increase in confidence for 11 of the 14 questions and significant improvements at determining opportunities for change (p < .05). Feedback was positive and supported the feasibility of using the materials with the outreach program. Overall, the findings support that the curriculum provides a positive learning experience and prepared veterinary students for performing nutritional assessments and creating management plans for obese pets. This article introduces the curriculum as a successful model for providing access to additional self-paced curricular units to veterinary students.

Development, implementation, and evaluation of a novel multidisciplinary one health course for university undergraduates.

Today's collaborations across fields of health and wellness are insufficient to meet societies' challenges in combating disease and maintaining the ecosystem and public health. In this article, we present a One Health curriculum model designed to encourage undergraduate students of varying disciplines to value the connectedness of animals, humans, and the environment and to think innovatively about solutions to priority global health issues. We present the design and implementation of a course that brought together multiple faculty from different fields of study, including the dental, medical, nutrition, and veterinary schools, in a curriculum designed for undergraduates primarily from Arts & Sciences fields. The curriculum was collaboratively designed around four key One Health categories: 1) Infectious zoonotic diseases and global health, 2) Naturally occurring shared disease in companion animals that can serve as models for human disease, 3) Human-animal interactions, and 4) Impact of environmental health on human and animal health. We show this course successfully deepened students' understandings of One Health, its role in addressing high priority health issues and the overall benefits of a One Health approach to tackling societal problems. We also report a positive experience by the faculty working in collaboration to implement the curriculum model and the overall enthusiasm of students for the course, all of whom would recommend it to their peers. We conclude by proposing the potential of the curriculum model underlying this course to fill the need for One Health Curricula in programs preparing future health professionals.