Incidence and risk factors for surgical site infection following enucleation in dogs.

Introduction: Surgical site infections (SSI) increase morbidity, increase treatment costs, and can delay onset of necessary adjunctive therapy. The goal of this retrospective study was to determine the incidence of and risk factors of SSI after enucleation in dogs. Methods: Medical records were searched at one veterinary teaching hospital and identified 280 dogs that underwent enucleation and had an adequate follow-up to assess SSI. Multiple preoperative (e.g., reason for enucleation), peri-operative (e.g., surgical approach and surgeon experience level), and post-operative (e.g., use of post-operative antibiotics or anti-inflammatory medications) variables were assessed as risk factors for development of SSI. Results: The incidence of SSI after enucleation was 5%, and no risk factors for SSI were identified. Dogs that received cephalexin as a prophylactic post-operative antibiotic were statistically more likely to develop SSI versus those that received a different post-operative antibiotic (p = 0.045). However, the clinical significance of this finding is unclear as administration of prophylactic post-operative antibiotics overall did not reduce the risk of SSI in the population evaluated here. Discussion: No risk factors were identified to guide clinical decision-making for prevention of SSI. Additionally, the results do not support the use of prophylactic antibiotics after enucleation in dogs.

What's in a Prerequisite? A Mixed-Methods Approach to Identifying the Impact of a Prerequisite Course.

Despite the ubiquity of prerequisites in undergraduate science, technology, engineering, and mathematics curricula, there has been minimal effort to assess their value in a data-driven manner. Using both quantitative and qualitative data, we examined the impact of prerequisites in the context of a microbiology lecture and lab course pairing. Through interviews and an online survey, students highlighted a number of positive attributes of prerequisites, including their role in knowledge acquisition, along with negative impacts, such as perhaps needlessly increasing time to degree and adding to the cost of education. We also identified a number of reasons why individuals do or do not enroll in prerequisite courses, many of which were not related to student learning. In our particular curriculum, students did not believe the microbiology lecture course impacted success in the lab, which agrees with our analysis of lab course performance using a previously established "familiarity" scale. These conclusions highlight the importance of soliciting and analyzing student feedback, and triangulating these data with quantitative performance metrics to assess the state of science, technology, engineering, and mathematics curricula.

A Familiar(ity) Problem: Assessing the Impact of Prerequisites and Content Familiarity on Student Learning.

Prerequisites are embedded in most STEM curricula. However, the assumption that the content presented in these courses will improve learning in later courses has not been verified. Because a direct comparison of performance between students with and without required prerequisites is logistically difficult to arrange in a randomized fashion, we developed a novel familiarity scale, and used this to determine whether concepts introduced in a prerequisite course improved student learning in a later course (in two biology disciplines). Exam questions in the latter courses were classified into three categories, based on the degree to which the tested concept had been taught in the prerequisite course. If content familiarity mattered, it would be expected that exam scores on topics covered in the prerequisite would be higher than scores on novel topics. We found this to be partially true for "Very Familiar" questions (concepts covered in depth in the prerequisite). However, scores for concepts only briefly discussed in the prerequisite ("Familiar") were indistinguishable from performance on topics that were "Not Familiar" (concepts only taught in the later course). These results imply that merely "covering" topics in a prerequisite course does not result in improved future performance, and that some topics may be able to removed from a course thereby freeing up class time. Our results may therefore support the implementation of student-centered teaching methods such as active learning, as the time-intensive nature of active learning has been cited as a barrier to its adoption. In addition, we propose that our familiarity system could be broadly utilized to aid in the assessment of the effectiveness of prerequisites.

Brewing for Students: An Inquiry-Based Microbiology Lab.

In an effort to improve and assess student learning, there has been a push to increase the incorporation of discovery-driven modules and those that contain real-world relevance into laboratory curricula. To further this effort, we have developed, implemented, and assessed an undergraduate microbiology laboratory experiment that requires students to use the scientific method while brewing beer. The experiment allows students to brew their own beer and characterize it based on taste, alcohol content, calorie content, pH, and standard reference method. In addition, we assessed whether students were capable of achieving the module learning objectives through a pre-/posttest, student self-evaluation, exam-embedded questions, and an associated worksheet. These objectives included describing the role of the brewing ingredients and predicting how altering the ingredients would affect the characteristics of the beer, amongst others. By completing this experimental module, students accomplished the module objectives, had greater interest in brewing, and were more likely to view beer in scientific terms. Journal of Microbiology & Biology Education.