The Effect of Repeated Review of Course Content on Medium- and Long-Term Retention in an Elective Veterinary Cardiology Course.

Assessment in veterinary medicine is challenging given the high volume of material and high cognitive load. Differing opinions exist regarding the utility of comprehensive final examinations in veterinary courses. A mixed-methods prospective randomized trial was undertaken with veterinary students ( = 47) in an elective cardiology course.

Defining Learning Communities in the Veterinary Medicine Curriculum.

Learning communities (LCs) are a type of high-impact, collaborative educational practice where students cooperate with other students in two or more classes to improve learning. Additional criteria used for defining LCs vary across the literature and have focused on high school and undergraduate programs. Similar benefits may also be experienced in professional programs; however, before further studies can investigate and describe these benefits, the structure for LCs in the veterinary curriculum must first be defined.

Virtual VM4 Clinical Rotations: A COVID-19 Pandemic Response at Iowa State University College of Veterinary Medicine.

Policy changes in response to the coronavirus disease 2019 (COVID-19) pandemic at Iowa State University College of Veterinary Medicine (ISU-CVM) included the administrative directive that fourth-year (VM4) clinical rotations immediately transition from in-person to virtual format. This article summarizes the efforts, successes, and challenges experienced by ISU-CVM clinical faculty during this transition. Numerous data sources were reviewed, including college records and announcements, faculty survey results, and student rotation evaluations.

Comparison of Graphic Organizers Versus Online Flash Cards as Study Aids in an Elective Veterinary Cardiology Course.

The ideal study aid format for veterinary students remains unknown. Both graphic organizers (GOs) and flash cards (FCs) have shown utility for enhancing learning in specific contexts. A mixed-methods prospective randomized crossover trial was undertaken with veterinary students ( = 59) in an elective cardiology course.

Comparison of Instructor-Provided Versus Student-Generated Graphic Organizers in an Elective Veterinary Cardiology Course.

Graphic organizers (GOs) are visual and spatial displays that facilitate learning by making conceptual relationships between content more apparent. It remains unknown whether GOs are more effective when completed by the teacher (instructor-provided [IP]) versus the learner (student-generated [SG]). A mixed-methods prospective randomized crossover trial was undertaken with veterinary students ( = 60) in an elective cardiology course.