Pre- and Post-Course Self-Assessments to Promote Recognition of Learning in Veterinary Students.

Students benefit from recognition of their achievements as learners. A simple tool to help students reflect on their own learning is the use of pre- and post-course self-assessments based on authentic veterinary interactions. The use of this tool in three courses over 2 years consistently demonstrated an increase in the confidence of the students in their ability to use the course content in realistic settings.

Pilot Study Evaluating the Use of Typodonts (Dental Models) for Teaching Veterinary Dentistry as Part of the Core Veterinary Curriculum.

Periodontal disease is one the most common disease pathologies in small animal medicine, yet new graduates report they feel unprepared to perform dentistry in general practice. Novel methodologies to close the knowledge gap in veterinary dentistry need to be identified. Typodonts (dental models) are commonly used in human dental schools to teach basic principles prior to practice on clinical patients and have been shown to be an effective teaching tool. The study aimed to determine if independent study and self-guided practice on a veterinary typodont prior to a structured, in-person cadaver laboratory with feedback increases students' perceived dentistry clinical skills in performing periodontal techniques. We calculated the knowledge gap before and after the cadaver laboratory by comparing the students' perceived and desired skill levels in performing periodontal charting, ultrasonic cleaning, hand scaling, and root planing. Ninety-six percent of students reported that practice with the dental typodont prior to the cadaver laboratory increased their comfort level in performing periodontal skills. However, practice did not result in a significant decrease in knowledge gap compared with participation in the cadaver laboratory alone. Although students perceived a benefit to practicing with the typodont, self-guided practice was not effective in decreasing the knowledge gap, most likely due to a lack of structured feedback with typodont use. Further investigation into the use of typodonts with direct feedback prior to structured laboratory or, alternatively, as an additional practice tool following a structured laboratory would further define if there is a benefit to typodont practice in veterinary dentistry.

Correlation of Chronotype (Lark versus Night Owl Status) with Mind-Set and Effect of Chronotype on Examination Performance in Veterinary School.

Chronotype describes what time of day people are most productive, with the specific terminology of larks (productive early in the day) and night owls (productive late in the day). Society, including education, schedules work at times that generally favor larks. The goals of this study were to (a) define our student population regarding mind-set and chronotype, (b) examine the relationship between chronotype and mind-set score, and (c) examine the relationship between lark score and examination score with examinations offered at varying times of day. The null hypotheses were that there would be no relationships between these variables. If the hypotheses were not proven, this information would be used to educate students about personal management to optimize academic success and to help the college determine if scheduling or other variations in examination implementation could be altered to permit students to demonstrate best their knowledge and skills. There were 184 participants from the classes of 2020-2022. Overall, there were few definite night owls or larks, with 55% of participants categorized as neither. Overall, 78% of students had either a strong growth mind-set or a growth mind-set with some fixed ideas. No meaningful association between chronotype and mind-set score was observed. There was neither a significant main effect for chronotype nor a significant interaction with start time for examinations. Scheduling of examinations in the early morning did not negatively impact student performance based on chronotype in this study.

Monitoring the Curriculum through the Student Perspective.

Student input was deliberately included as part of the curriculum implementation and assessment plan at the University of Minnesota College of Veterinary Medicine. The new curriculum included design features to encourage deeper learning such as a spiral curriculum with cross-course integration, increased open time, and more active learning. Student well-being was seen as a simultaneous need. To gather overall perceptions of workload and well-being, student volunteers from each cohort were surveyed weekly starting in 2013. Survey questions asked about out-of-class work time, level of integration, extracurricular activities, student well-being habits, paid employment, and other factors. Survey questions were combined with course data to get a full picture of week quality, total course work time, extracurricular activities, and the effects of integration. Many of our hypotheses about curricular and extracurricular impacts on week quality were disproven. Week quality was most positively affected by student factors of sleep and exercise, whereas the curricular factors of out-of-class work time, total course work time, and examination hours had the strongest negative effects. A surprising finding was that open time, in-class hours, and paid employment hours had a minimal effect on week quality. Students identified excessively heavy semesters and uneven semester workloads that resulted in early revisions to the new curriculum. Student feedback provided a view of the curriculum that was not otherwise available and resulted in early and significant impacts on the new curriculum, and they provided insight into whether planned changes had occurred and how effective various factors were in reaching the curricular goals.

Measuring Productivity and Impact of Veterinary Education-Related Research at the Institutional and Individual Levels Using the H-Index.

The natural progression of observation through inquiry to scholarship that is common to scientists is not well demonstrated among veterinary educators. One possible institutional barrier to promotion of education-related research among faculty is lack of a mechanism to demonstrate productivity and impact of scholarship of teaching and learning (SoTL) and hypothesis-driven research related to education. The h-index is one measure of research productivity. The h-index was calculated for individuals at one veterinary college and was compared between select North American schools of veterinary medicine to demonstrate baseline values for this kind of scholarship in this discipline. Use of standard search techniques using Google Scholar for citation count generated a slightly lower score than a more labor-intensive search and review of curricula vitae. The h-index across institutions ranged from 1 to 11, with a mean score of 6.0 (SD = 2.8). Five hundred forty-four education-related articles were published in 45 different journals; the primary sites of publication were the Journal of Veterinary Medical Education (JVME) and the Journal of the American Veterinary Medical Association.

Seroprevalence of Brucella canis antibodies in dogs entering a Minnesota humane society, Minnesota, 2016-2017.

BACKGROUND: Canine brucellosis, caused by the bacterium Brucella canis, is a zoonotic and largely reproductive disease of dogs. The disease is a recognized problem in canine breeding populations, and the risk to individuals assisting with birthing is well described. Prior to 2015, all cases of canine brucellosis reported to the Minnesota Board of Animal Health were in dogs used for breeding. In 2015, canine brucellosis was identified in eight Minnesota rescue dogs, all originating from specific geographic areas in South Dakota. Our objective was to measure the seroprevalence of B. canis in stray and previously owned dogs entering a large Minnesota animal rescue organization to determine if our observations represented a localized or generalized disease issue among rescue dogs. METHODS: A stratified random sample of stray and previously owned dogs entering the largest Minnesota animal rescue organization between November 1, 2016 and November 7, 2017, was tested for B. canis antibodies by the 2-Mercaptoethanol Rapid Slide Agglutination Test (2ME-RSAT) (Zoetis d-TEC® CB kit). Sample sizes for each strata were calculated using previously published seroprevalence estimates. Blood from selected dogs was collected, serum harvested, and transported to the Minnesota Veterinary Diagnostic Laboratory for testing. Positive samples in the 2ME-RSAT were shipped to Cornell University for confirmation by Agarose Gel Immunodiffusion (AGID) testing. Demographics, state and setting of origin, and health status were collected on study-dogs. RESULTS: Of the 10,654 dogs accepted by AHS during the study period, 943 (8.9%) were selected for testing. Most study dogs arrived from Oklahoma (28%), Alabama (18%), and Minnesota (12%). The median age of study dogs was 1.5 years; 303 (32%) were intact males and 294 (31%) were intact females. Most study dogs were strays (n = 716, 76%). Of the total, 22 (3.1%) stray and eight (3.5%) owner-surrendered dogs were presumptively positive by RSAT; one (0.11%) of the stray dogs was positive by 2ME-RSAT and confirmed by AGID. The positive dog was a healthy-appearing 1 year-old neutered male beagle from Texas. CONCLUSIONS: The seroprevalence of canine brucellosis in dogs entering Minnesota for adoption from multiple states was low. Never-the-less, care must to be taken to consider all potential risks and outcomes of interstate and international dog trade, including the spread of infectious diseases such as canine brucellosis.

Population Control in Small Animals.

Optimal age for ovariohysterectomy or castration has not been defined in the scientific literature. Bitches and queens are significantly less likely to develop mammary neoplasia, which has a high incidence and potentially high morbidity and mortality, if spayed when young. Tom cats exhibit undesirable behaviors that preclude them being good pets and should be castrated young. There is no compelling reason to castrate male dogs when young unless it is needed to control reproductive behaviors or prevent indiscriminate breeding. Alternatives to surgical sterilization that may be available in the future include intratesticular injection and immunization against gonadotropin-releasing hormone.

Use of Extra-Credit Questions in a Comparative Theriogenology Course.

There is little information in the literature about extra credit in undergraduate coursework and even less about professional schools, including colleges of veterinary medicine. For the present study, syllabi at one veterinary school were reviewed to determine availability of extra credit. Extra credit was offered in 13.0% of courses in the core curriculum (first five semesters), with number of points ranging from 1% to 4% of total course points. Students in a comparative theriogenology course in 1 year of the curriculum (year 1) were offered 12 extra-credit questions over the semester. There was no correlation between number of questions completed and examination scores or final grade for the course. Sixty students (85.7%) agreed or strongly agreed that the extra-credit questions helped them review material from this course and other courses, and 80.0% agreed or strongly agreed that the questions helped them integrate material. The next cohort of students taking the course (year 2) were required to answer one of the questions as an assignment, and were given the option of choosing the question answered. Sixty-six students (79.5%) agreed or strongly agreed that the assignment questions helped them review material from this course and other courses, and 69.9% agreed or strongly agreed that the questions helped them integrate material. Students generally had a better feeling about completing extra-credit questions than they did about completing a required assignment, and this feeling was not due to points received relative to their perceived effort.

Veterinary Curricula Today: Curricular Management and Renewal at AAVMC Member Institutions.

Renewing a veterinary curriculum is challenging work and its impact is difficult to measure. Academic leaders are charged with regular review and updating of their curricula, but have few resources available to guide their efforts. Due to the paucity of published veterinary reports, most turn to colleagues at other veterinary schools for insider advice, while a few undertake the task of adapting information from the educational literature to suit the needs of the veterinary profession. In response to this paucity, we proposed a theme issue on curricular renewal and surveyed academic leaders regarding curricular challenges and major renewal efforts underway. We compiled the results of this survey (with respondents from 38 veterinary colleges) as well as publicly available information to create a digest of curricular activities at AAVMC member institutions. This introductory article summarizes the key survey findings, describes the methods used to create the curricular digest, and presents information about key aspects of selected programs. Our overarching research questions were as follows: (1) What was the extent and nature of curricular change at AAVMC-accredited veterinary colleges over the past 5 years? and (2) How are curricula and curricular changes managed at AAVMC accredited veterinary colleges? The appended curricular digests provide selected details of current DVM curricula at participating institutions. Additional articles in this issue report on institutional change efforts in more detail. It is our hope that this issue will help to pave the way for future curricular development, research, and peer-to-peer collaboration.

Curriculum Review and Revision at the University of Minnesota College of Veterinary Medicine.

Curriculum review is an essential part of ongoing curriculum development, and is a mandate of the American Veterinary Medical Association Council on Education (AVMA COE), the accrediting body of all North American schools and colleges of veterinary medicine. This article describes the steps in curriculum review undertaken by the University of Minnesota College of Veterinary Medicine (UMN CVM) in response to this mandate from the COE and to a recommendation from a recent collegiate review that was part of a larger university-level strategic planning effort. The challenges of reviewing and revising the curriculum within a short time frame were met by appointing a dedicated curriculum review board and by engaging students and faculty groups, both as focus groups and as specific faculty work sections within disciplines. Faculty voting on the process was very valuable as it permitted the curriculum review board and faculty groups to move ahead knowing there was a process in place for reassessment if most faculty did not agree with recommendations. Consistent support from the dean of the college and other administrators was vital in helping maintain momentum for curriculum review.

Assessing Communications Competencies through Reviews of Client Interactions and Comprehensive Rotation Assessment: A Comparison of Methods.

The primary purpose of this study was to compare two methods for assessing student communication skills: a labor-intensive review of video-recorded interactions and global communications assessment using a comprehensive rotation-assessment tool. Secondary goals of the study were to evaluate student strengths and weaknesses to inform the pre-clinical communications curriculum and to evaluate for consistency between types of reviewers. Video recordings of 43 student encounters with clients presenting their animals for wellness or diagnostic appointments to the primary care service at a veterinary teaching hospital were reviewed by one of three primary care clinicians, a social worker, and a clinical communications instructor, using a common rubric. Scores using the rubric were compared with overall scores for verbal communications on a comprehensive rotation-assessment tool, both for the primary care rotation and for other small-animal rotations. Duration did not vary significantly between wellness and diagnostic appointments, or between dog and cat appointments. Scores achieved by students on video review varied by evaluator, with the clinical communications instructor scoring students the lowest and the social worker scoring students the highest. Strengths identified included greeting the client appropriately, gathering initial information about the reason for the visit, and using lay terminology appropriately. Weaknesses included summarizing information for the client, talking to clients about money, and making strong recommendations.

Pilot Study of Veterinary Student Mindset and Association with Academic Performance and Perceived Stress.

Individuals with a growth mindset believe that all failures are opportunities and that their baseline intelligence and talent can be used for continuous improvement. Individuals with a fixed mindset believe that baseline intelligence and talent cannot be developed. A growth mindset is associated with greater academic success and greater resilience in the face of failure or stress. Second-year veterinary students completed three surveys to determine mindset, perceived levels of stress, and life change score. Of 57 students, 70% had a strong growth mindset or a growth mindset with some fixed ideas. No students had a strong fixed mindset. Mindset was not correlated with GPA or perceived stress level. Colleges of veterinary medicine can assist students by providing resources and training for stress management, including training in how to further develop a growth mindset.

Use of Examination Wrappers to Direct Student Self-Assessment of Examination Preparation: A Pilot Study.

Metacognition is the act of thinking about one's own thought processes. There are long-term gains in learning among students who are trained to understand how the brain works and how they can control their own learning. Wrappers are short questionnaires provided at or near the time of completion of a lecture, assignment, or assessment to coach the student in thinking through the steps of metacognition (planning, monitoring, and adapting). As students completed the second and third of four examinations in a first-year veterinary anatomy course, they were invited to fill out an examination wrapper that asked them questions about examination preparation, where they felt they had had the most trouble with the examination, and what they might do differently before the next examination. Neither percentage change in scores from the second to the third and from the third to the fourth lecture or laboratory examination nor final grade for the course varied between the group of students who completed an examination wrapper and the group that did not. Students did not appear to change their behavior from one examination to the next. This was most likely because students lacked formal training in metacognition and therefore did not understand the value of completing the examination wrapper or the potential benefits of using their reflections. Future work will describe outcomes when learning objectives specific to metacognition are included in coursework in the veterinary curriculum.

Closing the Loop: Using Evidence to Inform Refinements to an Admissions Process.

Substantive changes in our evaluation of applicants have been implemented in response to the findings of the various phases of outcomes assessment. This article will describe the changes that have been implemented as a result of analyzing the association of pre-veterinary academic, subjective, and behavioral-event interview scores with veterinary students' performance in the DVM program, including clinical competencies, and their performance on the North American Veterinary Licensing Examination. Pre-veterinary academic performance predicted academic performance in veterinary school. Subjective measures did not, and we have reduced the faculty workload associated with that part of the evaluation of applicants. Interview scores provide additional but small value in predicting performance on clinical competencies.

Financial expectations of first-year veterinary students.

OBJECTIVE: To assess student awareness of the financial costs of pursuing a veterinary education, to determine student expectations for financial returns of a veterinary career, and to identify associations between student debt and factors such as future career plans or personality type. DESIGN: Survey. SAMPLE: First-year veterinary students at the University of Minnesota College of Veterinary Medicine. PROCEDURES: In 2013, prior to the first day of class, all incoming first-year students received an email invitation to complete an online survey. The survey contained questions about demographics, current financial situation, current debt, expected debt at graduation, expected annual income following graduation, intent to pursue specialty training, and Myers-Briggs personality type. RESULTS: 72 of 102 (71%) students completed the survey; 65 respondents answered all relevant questions and provided usable data. Student responses for expected debt at graduation were comparable to national averages for veterinary college graduates; responses for expected annual income following graduation were lower than averages for University of Minnesota veterinary college graduates and national averages. However, students predicted even lower annual income if they did not attend veterinary college. Expected debt and expected annual income were not correlated with factors such as personality type or future career plans. CONCLUSIONS AND CLINICAL RELEVANCE: Results indicated that first-year veterinary students were aware of the financial costs of their veterinary education and had realistic expectations for future salaries. For typical veterinary students, attending veterinary college appeared to be financially worthwhile, given lower expected earnings otherwise.

Creation of a metric for faculty effort in teaching in the veterinary curriculum.

A teaching-effort metric was generated using information from health sciences literature and self-reported data from faculty members. This metric was used to verify faculty effort based on teaching assignments, to equalize teaching between faculty members within disciplines, and to help faculty members understand the ramifications of new teaching opportunities on their overall effort.

Effect of differing PowerPoint slide design on multiple-choice test scores for assessment of knowledge and retention in a theriogenology course.

Third-year veterinary students in a required theriogenology diagnostics course were allowed to self-select attendance at a lecture in either the evening or the next morning. One group was presented with PowerPoint slides in a traditional format (T group), and the other group was presented with PowerPoint slides in the assertion-evidence format (A-E group), which uses a single sentence and a highly relevant graphic on each slide to ensure attention is drawn to the most important points in the presentation. Students took a multiple-choice pre-test, attended lecture, and then completed a take-home assignment. All students then completed an online multiple-choice post-test and, one month later, a different online multiple-choice test to evaluate retention. Groups did not differ on pre-test, assignment, or post-test scores, and both groups showed significant gains from pre-test to post-test and from pre-test to retention test. However, the T group showed significant decline from post-test to retention test, while the A-E group did not. Short-term differences between slide designs were most likely unaffected due to required coursework immediately after lecture, but retention of material was superior with the assertion-evidence slide design.

Pros, cons, and techniques of pediatric neutering.

Pediatric gonadectomy is most commonly performed by humane organizations as a means of population control. Benefits and detriments of gonadectomy are reviewed, with special attention to literature describing effects specific to age at gonadectomy. Techniques for pediatric anesthesia and surgery are reviewed.

Canine theriogenology for dog enthusiasts: teaching methodology and outcomes in a massive open online course (MOOC).

A massive open online course (MOOC) in canine theriogenology was offered for dog owners and breeders and for veterinary professionals as a partnership between the University of Minnesota and Coursera. The six-week course was composed of short video lectures, multiple-choice quizzes with instant feedback to assess understanding, weekly case studies with peer evaluation to promote integration of course materials, and discussion forums to promote participant interaction. Peak enrollment was 8,796 students. The grading policy for completion was strict and was upheld; completion rate for all participants was 7.5%. About 12% of participants achieved a grade of over 90% in the course, with those who had any deficiency mostly missing one quiz or assignment. Ninety-nine individuals were enrolled in a for-cost, credentialed pathway, and 50% of those individuals completed all required course components. Pre- and postcourse surveys were used to demonstrate that learning objectives were met by the participants and to identify that lack of time to commit to study was the biggest impediment to completion. Positive aspects of the course were active engagement by participants from all over the world and the ability of this university and instructor to reach those learners. Negative aspects concerned technical support and negative feedback from some participants who were unable to meet course requirements for reasons beyond the control of the instructor.