Residue Concentrations of Cloxacillin in Milk after Intramammary Dry Cow Treatment Considering Dry Period Length.

Dry cow treatment with an intramammary antibiotic is recommended to reduce the risk of mastitis at the beginning of the next lactation. The dry period may be shortened unintentionally, affecting antibiotic residue depletion and the time when residues reach concentrations below the maximum residue limit (MRL). The objective of this study was to evaluate residue depletion in milk after dry cow treatment with cloxacillin, considering dry periods of 14 (G14d), 21 (G21d), and 28 d (G28d). Overall, fifteen cows with 60 udder quarters were included in the study. For each cow, three of the udder quarters were treated with 1000 mg cloxacillin benzathine (2:1) on d 252, d 259, and d 266 of gestation; one quarter was left untreated. Milk samples were drawn until 20 DIM and milk composition, somatic cell count and cloxacillin residues were analyzed. The HPLC-MS/MS revealed different excretion kinetics for the compounds cloxacillin and cloxacillin benzathine (1:1). All cows showed a cloxacillin and cloxacillin benzathine (1:1) concentration below the MRL of 30 µg/kg after 5 d. In the udder quarters of G21d and G28d, the cloxacillin concentration was already below the MRL at first milking after calving. The cloxacillin benzathine (1:1) concentration in the milk of G28d, G21d, and G14d fell below 30 µg/kg on the 5th, 3rd, and 5th DIM, respectively. Shortening the dry period affects residue depletion after dry cow treatment with cloxacillin. The risk of exceeding the MRL, however, seems low, even with dry periods shorter than 14 d.

Teaching Tip: Integrating Same-Level Peer-Assisted Learning in a Simulation-Based Emergency Dystocia Module for Final-Year Veterinary Students.

Due to faculty shortages, time restraints, and unpredictability of emergency cases, teaching emergency veterinary care is associated with a range of challenges. A novel simulation-based emergency veterinary care (EVC) module was introduced at the Department of Veterinary Medicine, Freie Universität Berlin. The module was mandatory for all final-year veterinary students (n = 155) and consisted of a 5-hour online workshop series on communication skills, a series of interactive, virtual emergency cases, and a weeklong block event covering practical skills at different simulation-based learning stations. A same-level peer-assisted learning (PAL) approach was trialed at two learning stations. Sixteen students volunteered to act as student tutors for their peers. The student tutors received specific training and each tutored six groups of three to four tutees in one topic of their choice. Evaluation forms were filled out by both tutors and tutees with response rates of 100% and 89.7%, respectively. Most student tutors felt well prepared and comfortable in their role as tutor. They indicated exceptionally high levels of motivation and felt useful and competent during the exercise. The tutees reciprocated these opinions and specifically enjoyed the fun and positive learning environment that the tutors were able to create. Responses in the evaluation forms also indicated that the ratio of faculty member to tutors to tutees (1:3:9-12) was a good fit for the exercise. Reciprocal same-level PAL shows promise as an effective teaching tool for final-year veterinary students receiving EVC training.

Using an OSCE to Explore the Role of Structured Debriefing and Self-Directed Learning in Simulator-Based Clinical Skill Training in Production Animal Reproductive Medicine.

Self-directed learning is associated with several benefits in simulation-based clinical skill training and can be complemented by feedback in the form of post-event debriefing. In this study, final-year veterinary medicine students (n = 111) were allocated into one of three groups and practiced four clinical skills from the domain of production animal reproductive medicine in a clinical skills laboratory. Group 1 completed an instructor-led practice session (I), group 2 completed a self-directed practice session with post-event debriefing (D), and group 3 completed a self-directed practice session without debriefing (control, C). Each practice session included two clinical skills categorized as being directly patient-related (patient) and two clinical skills involving laboratory diagnostics or assembling equipment (technical). Students evaluated the practice session using Likert-type scales. Two days after practice, 93 students took part in an objective structured clinical examination (OSCE). Student performance was analyzed for each learning station individually. The percentage of students who passed the OSCE did not differ significantly between the three groups at any learning station. While the examiner had an effect on absolute OSCE scores (%) at one learning station, the percentage of students who passed the OSCE did not differ between examiners. Patient learning stations were more popular with students than technical learning stations, and the percentage of students who passed the OSCE was significantly larger among students who enjoyed practicing at the respective station (90.9%) than among those who did not (77.8%).

Examining the Role of Structured Debriefing in Simulator-Based Clinical Skills Training for Namibian Veterinary Students: A Pilot Study.

Post-event debriefing has been described as an effective tool in improving learning achievements in simulator-based teaching. This article examines the effect of structured post-event debriefing sessions in simulator-based veterinary clinical skills training. Nineteen Namibian veterinary students took part in instructor-led practice, self-directed practice with structured post-event debriefing and self-directed practice without debriefing (control) at three different learning stations in a veterinary clinical skills laboratory. Students evaluated their practice experience using Likert-type scales, and learning achievements were assessed using an objective structured clinical examination (OSCE). The results show that the choice of practice model had no significant effect on learning achievements overall. However, at individual learning stations, different practice models showed significant differences regarding effect on learning achievements. Students generally preferred practice sessions with some form of instructor involvement but the importance of instructor guidance was rated differently at each individual learning station.

Comparison of Self-Directed and Instructor-Led Practice Sessions for Teaching Clinical Skills in Food Animal Reproductive Medicine.

While the use of simulator-based clinical skill training has become increasingly popular in veterinary education in recent years, little research has been done regarding optimal implementation of such tools to maximize student learning in veterinary curricula. The objective of this study was to compare the effects of supervised and unsupervised deliberate practice on clinical skills development in veterinary medicine students. A total of 150 veterinary students took part in instructor-led practice (supervised) or self-directed practice (unsupervised) at a selection of four learning stations in a veterinary skills laboratory. Each learning station consisted of a teaching simulator, materials required to complete the task, and a standard operating procedure detailing how to execute the task. Students used Likert scales to self-evaluate their clinical skills before and after practice sessions, in addition to evaluating their motivation to practice a given task. An objective structured clinical examination (OSCE) was used to compare participants' clinical skills performance between learning stations. We were able to show that practice had a significant positive effect on OSCE scores at three out of six available learning stations. Motivation ratings varied between learning stations and were positively correlated with an increase in self-perceived clinical skills. At an instructor-to-student ratio of approximately 1:8, supervision had no effect on OSCE scores at four out of six learning stations. At the remaining two learning stations, self-directed practice resulted in better learning outcomes than instructor-led practice.