Veterinary Student Evaluations of Teaching: Scores and Response Rate When Administered before or after Final Exams.

In higher education, instructors and administrators use student evaluations of teaching (SETs) as formative and summative assessments of instruction; thus, they need adequate response rates for optimal validity and reliability. Veterinary students are often requested to complete dozens of SETs each semester, and response rate is shown to decline as the number of SETs increases. Allowing students to complete SETs after final examinations has been suggested to help increase response; however, students' knowledge of their final course grade has been previously shown to negatively influence SET scores.

Measuring Post-training Activities Following a Veterinary Teaching Workshop in East Africa.

Unlabelled: A teaching workshop was delivered for faculty members of East African colleges of veterinary medicine to foster teaching development and reflection. The goal was for participants to use knowledge gained to improve teaching skills. The approach was to "train the trainer" so attendees could transfer new knowledge to colleagues at their institutions.

Flipping the Rounds Room: Pre-Receiving Rounds to Enhance Clerkship Effectiveness.

Clinical rounds sessions and patient admissions are valued opportunities for teaching and learning in veterinary teaching hospitals. Although using the rounds format to discuss inpatient or recent patients is common, using a similar format to receiving cases can improve learner preparation, expand teaching and modeling opportunities, and improve service receiving efficiency. This article describes pre-receiving rounds sessions, perceived benefits and limitations, and tips for effective implementation.

Sustaining a Collegewide Teaching Academy as a Community: 10 Years of Experience With the Master Teacher Program at the University of Tennessee College of Veterinary Medicine.

On the basis of strategic initiatives and an evolving focus on educational program enhancement, faculty and staff members designed a structured program to provide leadership and resources for improving instruction and disseminating educational scholarship in a veterinary college. The University of Tennessee College of Veterinary Medicine Master Teacher Program was conceptualized in the teaching academy model as a forum for professional development and dialogue. A small leadership team worked with other faculty to develop the program proposal, including its mission, vision, values, and initial goals.

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.

Making the Most of Five Minutes: The Clinical Teaching Moment.

Clinical educators face the challenge of simultaneously caring for patients and teaching learners, often with an unpredictable caseload and learners of varied abilities. They also often have little control over the organization of their time. Effective clinical teaching must encourage student participation, problem solving, integration of basic and clinical knowledge, and deliberate practice.

Teaching tip: making the most of hospital rounds.

Effective clinical teaching rounds are facilitated by adequate and specific orientation, a positive climate, interpersonal rapport, and dynamic discussions. Using fewer and better-quality questions also promotes effective learning and saves valuable time, while providing multiple opportunities for student engagement and for assessing student performance. This paper provides a brief review of these key points and offers tips and examples for clinicians or other team members leading conference room rounds sessions in veterinary settings.

(99m)Tc-DTPA diuretic renal scintigraphy in dogs with nephroureterolithiasis.

This study evaluated the results of diuretic renal scintigraphy in dogs with urolithiasis. Eighty-three kidneys with nephroureterolithiasis +/- renal pelvis/ureteral dilation were included in the study. Sixty-three kidneys showed a non-obstructive pattern, with a steep drop or gradual downward slope of renal time-activity curve (TAC).

Perceptions of veterinary faculty members regarding their responsibility and preparation to teach non-technical competencies.

The development of non-technical competencies has become an important component of veterinary education. In this study, we determined faculty perspectives regarding their perceived involvement and ability in the cultivation of these competencies. A survey was administered to faculty members at five institutions.

Faculty perspectives regarding the importance and place of nontechnical competencies in veterinary medical education at five North American colleges of veterinary medicine.

Objective: To explore perceptions of faculty educators regarding the importance of nontechnical competencies in veterinary graduates and the placement of nontechnical competency development in veterinary education.

Design: Survey.

Sample Population: All faculty members at 5 North American veterinary medical institutions.

(99m)Tc-DTPA diuretic renal scintigraphy in cats with nephroureterolithiasis.

The purpose of this study was to evaluate results of diuretic renal scintigraphy in 32 feline kidneys with nephroureterolithiasis and variable degrees of renal pelvis/ureteral dilation. Six kidneys showed a non-obstructive scintigraphic pattern, with a downward slope of time-activity curves (TAC) and a median excretion half-time of radiopharmaceutical (T((1/2))) of 6.09 (5.

Professional competencies in health sciences education: from multiple intelligences to the clinic floor.

Nontechnical competencies identified as essential to the health professional's success include ethical behavior, interpersonal, self-management, leadership, business, and thinking competencies. The literature regarding such diverse topics, and the literature regarding "professional success" is extensive and wide-ranging, crossing educational, psychological, business, medical and vocational fields of study. This review is designed to introduce ways of viewing nontechnical competence from the psychology of human capacity to current perspectives, initiatives and needs in practice.

Clinical veterinary education: insights from faculty and strategies for professional development in clinical teaching.

Missing in the recent calls for accountability and assurance of veterinary students' clinical competence are similar calls for competence in clinical teaching. Most clinician educators have no formal training in teaching theory or method. At the University of Tennessee College of Veterinary Medicine (UTCVM), we have initiated multiple strategies to enhance the quality of teaching in our curriculum and in clinical settings.

Diuretic renal scintigraphy in normal cats.

The purpose of this study was to develop a protocol for diuretic renal scintigraphy (renography) in cats and describe normal findings. 99mTc-DTPA renal scintigraphy was performed twice in 10 healthy cats. Furosemide or saline were injected 4.

"If it's tuesday, I must be the student": lessons learned from the other side of the classroom.

After teaching veterinary students for over 10 years, the author returned to graduate school as a part-time doctoral student in educational administration and policy studies. Sitting in the student's chair brought back an acute awareness of the submissive position of the student, the daunting prospects of navigating a university system, and the challenges of managing the workload of a degree program. The experience also provided a fresh perspective on instruction, including course delivery, effective use of class time, and the potential impact of the language one uses with students.

Change in higher education: understanding and responding to individual and organizational resistance.

In many fields, the ability of educators and practitioners to cope with rapid change is essential to sustained success. In veterinary medical education, as in other scientific disciplines, meaningful change is challenging to achieve and subject to resistance from many individual and organizational norms. Individual concerns often relate to fears of instability or uncertainty, loss of current status, or effects on individual time and workload.

Liver aspirate from a Shar Pei dog.

A 5-year-old, neutered male, Shar Pei dog was presented with weight loss, anorexia, lethargy, stranguria, and distal limb edema. Clinicopathologic abnormalities included anemia, an inflammatory leukogram, azotemia, icterus, urinary tract infection, and hepatomegaly with a markedly hypoechoic liver. Cytologic findings in a fine-needle aspirate of the liver included large amounts of amorphous, pink, extracellular matrix between hepatocytes.

Lithotripsy: an update on urologic applications in small animals.

Lithotripsy methods for fragmenting uroliths continue to evolve.Increasing access to and experience with newer generation lithotriptors and continued study of laser methodology are likely to increase the application of lithotripsy methods in small animal urology. For small animals in which intervention is recommended for progressive, symptomatic, infected, or obstructive uroliths, nonsurgical extracorporeal or intracorporeal lithotripsy methods maybe considered.

Update: Management of calcium oxalate uroliths in dogs and cats.

Calcium oxalate has become the most common mineral occurring in canine and feline uroliths. Although calcium oxalate urolith formation may be a consequence of metabolic disease, the underlying cause is not identified in many dogs and cats. Currently, there is no successful medical dissolution protocol, and calcium oxalate uroliths must be removed physically if causing problems.

Effects of a mock ultrasonographic procedure on cortisol concentrations during low-dose dexamethasone suppression testing in clinically normal adult dogs.

Objective: To determine whether the stress of an ultrasonographic procedure would interfere with the suppressive effect of dexamethasone during a low-dose dexamethasone suppression test (LDDST) in healthy dogs.

Animals: 6 clinically normal adult dogs.

Procedure: In phase 1, an LDDST was performed 5 times at weekly intervals in each dog.

Qualitative urinalyses in puppies 0 to 24 weeks of age.

Suggestions for interpreting qualitative urinalyses from puppies have been based on limited results obtained in the laboratory setting. Proteinuria, glucosuria, and decreased concentration of urine have been considered normal in puppies <8 weeks of age due to immature renal function. In this study, the authors reviewed 149 voided urine samples from 118 different, apparently healthy, random-source puppies.

Candida spp. urinary tract infections in 13 dogs and seven cats: predisposing factors, treatment, and outcome.

Records from 20 animals (13 dogs, seven cats) with Candida spp. urinary tract infections were reviewed. Six Candida spp.

Urethral pressure profile and hemodynamic effects of phenoxybenzamine and prazosin in non-sedated male beagle dogs.

Prazosin is a readily available alpha-adrenergic antagonist that may be useful in the management of functional urethral obstruction in companion animals. This study used urethral pressure profilometry to evaluate the urethral effects of prazosin and phenoxybenzamine in healthy, non-sedated, male Beagle dogs. Heart rate, indirect systolic, diastolic and mean arterial blood pressures were measured, and saline perfusion urethral pressure profilometry was performed at 0, 10, 20, and 40 min following intravenous administration of prazosin (0.

Integration of problem-based learning in a veterinary medical curriculum: first-year experiences with Application-Based Learning Exercises at the University of Tennessee College of Veterinary Medicine.

In 1999 problem-based learning experiences were introduced into the professional curriculum at the University of Tennessee College of Veterinary Medicine as part of an overall curricular modification. Problem-based learning (PBL) was introduced into the traditional curricular format in dedicated week-long experiences (Application-Based Learning Exercises) at specific points during the first six semesters. Methods to assess the success of this integration and other curricular changes included ongoing program assessment throughout the implementation of the modified curriculum.