Final-year students: we've got you covered.

BVA membership marketing manager Laura Carlin explains all the ways we support vet students in their final year.

Development and piloting of One Health curriculum in Jordan.

Background: In Jordan, several steps have been done to implement One Health (OH) approach. To increase the awareness for OH concept and approach among health professionals, there was an apparent need to develop an OH curriculum or package to orientate human, animal, and environmental health officials and professionals. Aim: The aim of this study was to describe the development and piloting of a OH curriculum for human, animal, and environmental officials and professionals in Jordan. Methods: OH curriculum was developed and consisted of four chapters/sections, each of which contained series of power point presentations that covered subject thoroughly and met the learning objectives for each section. Four day workshops on OH curriculum were done for four cohorts of participants from different OH partners. Each section started and ended with a quick knowledge assessment consisting of multiple choice questions (MCQs) (pre- and post-chapter). Comparison of the pre- and post-chapter knowledge assessment scores/results were used to assess gain of knowledge after each section of OH curriculum was completed. The scores of correct answers were compared within the different cohorts using Pearson's chi-square test with p-values ≤0.05 considered significant. Results: Of the total attendance, pre- and post- training quizzes were scored for 102 participants (816 quizzes). Pre-training scores for the different cohorts ranged from 29% to 36%, while post-training scores for the different cohorts ranged from 80% to 87%. Post-training correct answers scores were significantly higher than those were for pre-training scores for the different cohorts (p < 0.05). Percentage of knowledge gain ranged from 41% to 62% for the first section, 34% to 47% for the second section, 41% to 55% for the second section, and 48% to 60% for the fourth section. Average percentage of knowledge gain for the first, second, third, and fourth cohorts were 51%, 53%, 47%, and 47%, respectively, and was 50% for all cohorts. Conclusion: The developed OH curriculum improved different OH partners and officials understanding of the OH concept and approach.

Embedding research and enquiry in Australian DVM curriculum.

Research and enquiry (R&E) is an integral part of veterinary training. It is a foundation of evidence-based practice. In the University of Sydney Doctor of Veterinary Medicine degree R&E culminates in a cap-stone experience in Year 3: a 'professionally focused project', a student-driven and academic supported individual research project. The project provides an authentic experience within a veterinary discipline. Students work with an academic advisor who provides guidance for developing and achieving meaningful educational and professional goals. Successful advising depends upon a shared understanding of, and commitment to, the advising process by students, advisors and the university. The R&E mission can be broadly defined as - veterinarians recognise that evidence-based approach to practice, which is based on the scientific method, leads to the generation of new knowledge that underpins the veterinary medical profession.

Estrategias de afrontamiento y estrés. Estudio longitudinal con estudiantes de Medicina y Veterinaria de la Universidad Nacional Autónoma de México / Coping strategies and stress. A longitudinal study of medical and veterinary students at the National Autonomous University of Mexico

Introducción: Medicina y Veterinaria son licenciaturas con alta demanda académica que tiende a ocasionar niveles elevados de estrés entre sus estudiantes. Objetivo: El propósito de esta investigación fue indagar sobre el papel de las estrategias utilizadas por los alumnos para afrontar el estrés. Sujetos y métodos. Se aplicó una encuesta en línea a 244 estudiantes del primer año de ambas carreras en la Universidad Nacional Autónoma de México, al inicio del ciclo escolar y cuatro meses después. La encuesta incluyó la escala de estrés percibido de 10 ítems, el inventario de estilos de afrontamiento, y un apartado que indagó sobre aspectos sociodemográficos y académicos. Resultados: Se observó un incremento en el estrés de los alumnos de ambas licenciaturas, que fue estadísticamente significativo sólo en veterinaria (t(140)= –3,4; p < 0,001; d de Cohen = –0,29). El análisis estadístico mostró que mayores recursos económicos percibidos, mayor equilibrio entre la vida personal y académica, mayor resolución del problema y evitación del problema, así como menor expresión emocional, pensamiento desiderativo y autocrítica, notificados al inicio del ciclo académico, fueron los factores que se asociaron significativamente con un menor estrés percibido después de cuatromeses (F(15,228) = 14,16; p < 0,0001). Conclusión: Se destaca que las escuelas deberían incorporar actividades durante el proceso de formación de los futuros médicos y veterinarios, centradas en guiarlos y motivarlos para que desarrollen y utilicen estrategias que les permitan manejar adecuadamente situaciones desafiantes. De este modo, ellos pueden evitar el incremento de los niveles de estrés y el posible impacto negativo en su desempeño académico y salud mental.(AU)

Introduction: Medicine and Veterinary are careers with high academic demands that tend to cause high levels of stressamong students. Objective: This study investigated the role of strategies used by students to deal with stress.Subjects and methods. An online survey was administered to 244 medical and veterinary students at the National Autonomous University of Mexico, at the beginning of their first academic cycle and four months later. The survey included the perceived stress scale-10, the coping strategies inventory, as well as a section that inquired about sociodemographic and academic characteristics. Results: An increase in the stress of the students in both degrees was noted but this was only statistically significant (t(140) = –3.4, p < 0.001, Cohen’s d = –0.29) among students enrolled in veterinary. Perception of higher financial resources to cover tuition and fees, greater life and school balance, increased problem-solving and problem-avoidance, less emotional expression, wishful thinking, and self-criticism, mentioned at the beginning of the academic cycle were significantly associated with a lower perception of stress four months later (F(15,228) = 14.16, p < 0.0001).Conclusion: It is highlighted that schools should incorporate activities during the training process of future doctors and veterinarians, focused on guiding and motivating them to develop and use strategies that allow them to adequately handle challenging situations. In this way, they will be able to avoid increased stress levels and the possible negative impact on their academic performance and mental health.(AU)

Utility of focused cardiac ultrasonography training in veterinary students to differentiate stages of subclinical myxomatous mitral valve disease in dogs.

BACKGROUND: Differentiation of the subclinical phases of myxomatous mitral valve disease (MMVD) in dogs relies heavily on echocardiography. Focused cardiac ultrasonography (FCU) is a point-of-care technique that can assess heart size. HYPOTHESIS/OBJECTIVES: Veterinary students trained in FCU can differentiate dogs with subclinical MMVD based on left ventricular (LV) and left atrial (LA) dimensions. ANIMALS: Forty-eight dogs with subclinical MMVD. METHODS: Veterinary students were trained to measure LV dimension and LA-to-aortic root dimension ratio (LA : Ao) using FCU. Dogs were categorized into 2 cohorts based on whether or not the LV normalized internal diastolic dimension was ≥1.7 and LA : Ao was ≥1.6. Agreement between FCU and echocardiographic studies performed by cardiologists was evaluated. RESULTS: One-hundred and forty-six FCU examinations were performed by 58 veterinary students on 48 dogs. Overall agreement between students and cardiologists was moderate (Fleiss' kappa, 0.54; 95% confidence interval [CI], 0.39-0.69; P < .001). Percentage accuracy in observations with heart dimensions less than the cutoffs (86/89, 97%) was significantly higher than in observations in with larger hearts (31/57, 54%; P < .001). Agreement increased from moderate to good as heart sizes became more extreme. Degree of confidence by students in performing FCU was significantly higher at the end vs start of the study. CONCLUSIONS AND CLINICAL IMPORTANCE: Categorization of dogs with subclinical MMVD by veterinary students using FCU was associated with moderate to good agreement with echocardiography. Focused cardiac ultrasonography is a point-of-care method that can help assess clinical stage in dogs with subclinical MMVD.

Exploring the sociocultural experiences of student veterinary nurses in the clinical learning environment through the lens of situated learning theory.

BACKGROUND: Student veterinary nurses (SVNs) complete significant time in clinical placements and this training can have a positive or negative impact on the development of professional skills and identity. METHODS: A cross-sectional design, using semi-structured interviews, explored 12 SVNs' experiences of clinical placements. Interpretative phenomenological analysis was used to explore each individual participant's experience, prior to the identification of themes across participants' experiences. RESULTS: Most students reported a sense of belonging within the practice team, which fostered engagement. Clinical supervisors were considered key role models and vital support for student progress. Students reported conflict between the demands of the practice and the requirements of their student status. Some poor interpersonal interactions led to reduced confidence. LIMITATIONS: The results may not reflect experiences of the diversity of student demographics, such as those students with protected characteristics, as described in the Equality Act 2010, who may encounter specific workplace challenges. CONCLUSION: To ensure parity and positive experiences, accredited educational institutes can plan regular engagement with student feedback and support of the training practice. Training practice teams can ensure they are meeting the student's needs and fostering a positive learning environment by adhering to the RCVS Framework for Veterinary Nurse Education and Training, which will, in turn, benefit the whole team. Clinical supervisors can play a convening role in increasing belonging and participation within the clinical learning environment.