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Veterinary Students (veterinary + student)
Selected AbstractsIn-House Caseload and Education of Veterinary Students in Production Animal MedicineJOURNAL OF VETERINARY INTERNAL MEDICINE, Issue 1 2002MMedVet, Robert O. Gilbert BVSc No abstract is available for this article. [source] The Brain of the Dog in Section: a Comprehensive View for Veterinary StudentsANATOMIA, HISTOLOGIA, EMBRYOLOGIA, Issue 2005I. Salazar Transversal, horizontal and sagittal sections of the brain were stained by the ancient but efficient Mulligan method, a procedure that establishes a clear macroscopic difference between the white and grey substances. Different structures of each section were studied and most of the details were identified and named according to the NAV. All sections were projected onto the whole brain. By means of this easy and basic procedure the students increase their understanding of (1) the size and/or the form and/or the topography of several prominent structures of the brain, (2) the general distribution of the substancia alba and grisea, and they begin to understand the complexity of the brain. [source] Using a cross section to train veterinary students to visualize anatomical structures in three dimensions,JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 1 2002Judy Provo A cross section was used to enhance three-dimensional knowledge of anatomy of the canine head. All veterinary students in two successive classes (n,=,124) dissected the head; experimental groups also identified structures on a cross section of the head. A test assessing spatial knowledge of the head generated 10 dependent variables from two administrations. The test had content validity and statistically significant interrater and test,retest reliability. A live-dog examination generated one additional dependent variable. Analysis of covariance controlling for performance on course examinations and quizzes revealed no treatment effect. Including spatial skill as a third covariate revealed a statistically significant effect of spatial skill on three dependent variables. Men initially had greater spatial skill than women, but spatial skills were equal after 8 months. A qualitative analysis showed the positive impact of this experience on participants. Suggestions for improvement and future research are discussed. © 2002 John Wiley & Sons, Inc. J Res Sci Teach 39: 10,34, 2002 [source] An Assessment of the Ability of Diplomates, Practitioners, and Students to Describe and Interpret Recordings of Heart Murmurs and ArrhythmiaJOURNAL OF VETERINARY INTERNAL MEDICINE, Issue 6 2001Jonathan M. Naylor The ability of clinicians, ie, 10 veterinary students, 10 general practitioners, and 10 board certified internists, to describe and interpret common normal and abnormal heart sounds was assessed. Recordings of heart sounds from 7 horses with a variety of normal and abnormal rhythms, heart sounds, and murmurs were analyzed by digital sonography. The perception of the presence or absence of the heart sounds S1, S2, and S4 was similar for clinicians irrespective of their level of training and was in agreement with the sonographic interpretation on 89, 82, and 78% of occasions, respectively. However, practitioners were less likely to correctly describe the presence of S3. The heart rhythm was correctly described as being regular or irregular on 89% of occasions, and this outcome was not affected by level of training. Differentiation of the type of irregularity was less reliable. The perception of the intensity of a heart murmur was accurate and correlated with the grade assigned in the living horses, R2= .68, and with sonographic measurements of the murmur's intensity, R2= .69. Clinicians overestimated the duration of cardiac murmurs, particularly that of the loud systolic murmur. Only diplomates could reliably differentiate systolic from diastolic murmurs. The ability to diagnose the underlying cardiac problem was significantly affected by training; diplomates, practitioners, and undergraduates made the correct diagnosis on 53, 33, and 29% of occasions, respectively. The poor diagnostic ability of practitioners and the lack of improvement in diagnostic skill after the 2nd year of veterinary school emphasizes the need for better teaching of these skills. Digital sonograms that combine sound files with synchronous visual interpretations may be useful in this regard. [source] Longitudinal study of veterinary students and veterinarians: effects of growing up on a farm with animalsAUSTRALIAN VETERINARY JOURNAL, Issue 7 2007TJ Heath Objective To compare the career paths of veterinarians who had grown up on farms with animals with those of veterinarians from other backgrounds, during the first 15 years after they graduated. Procedure Questionnaires were completed by veterinary students in their first and fifth year, and after 1, 5, 10 and 15 years after they graduated. The most recent questionnaires were returned by 134 of 137 graduates, 20% of whom had grown up, or lived for at least two years, on farms where animals were a primary source of income. This paper includes findings from that questionnaire but also contains comparisons with previous ones. Results Fifteen years after they graduated, veterinarians who had grown up on farms with animals were more likely than those of other backgrounds to be living in centres with < 10,000 people (58% farm, 20% other), irrespective of the type of work they were doing. Although they were more likely to be doing no veterinary work (42% farm, 21% other), they were also more likely to be working in mixed practice (15% farm, 9% other) and with cattle and sheep generally (11% full time equivalent farm, 5% full time equivalent other). However, > 80% of those who had started their careers in mixed practice were no longer in mixed practice after 15 years. Veterinarians of farm origin who were in private practice were more likely to be sole or part owners (93% farm, 46% other) and less likely to be employees (7% farm, 54% other). Conclusions In this study, veterinarians who had grown up on farms with animals seemed slightly more likely than those from other backgrounds to continue working in mixed practice and to work with cattle or sheep, although the numbers were small and the differences not significant. Whatever their background, the majority who started their careers in mixed practice left over the next few years, and by 15 years only 15% remained. [source] Cornell University Leadership Program for veterinary studentsAUSTRALIAN VETERINARY JOURNAL, Issue 1-2 2006D R. Fraser No abstract is available for this article. [source] | ||||||||||