Publications by authors named "Katherine Fogelberg"

The clinical experiences, feedback, and assessment that veterinary students receive during final year rotations have a significant impact on whether they will achieve entry-level competency at the time of graduation. In this study, a cross-sectional survey was administered to American Association of Veterinary Medical Colleges (AAVMC) member institutions to collect baseline data about current feedback and assessment practices to identify key target areas for future research and educational interventions. Responses were received from 89 faculty and 155 students distributed across 25 universities.

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The Competency-Based Veterinary Education (CBVE) Analyze Working Group of the American Association of Veterinary Medical Colleges (AAVMC) Council on Outcomes-based Veterinary Education (COVE) has developed a CBVE assessment toolkit. The toolkit is designed to provide curriculum committees and individual instructors with an opportune intersection of the CBVE domains of competence and various assessment techniques. College-wide curriculum committees can use the toolkit to guide programs of assessment in the larger unit, ensuring that assessment methods are aligned with intended learning outcomes throughout the curriculum.

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This study aimed to identify qualitative aspects of small animal veterinary internship applications that are associated with relative intern performance. This study took place with data collected on small animal interns from the 2015-2016, 2016-2017, and 2017-2018 intern classes from four different institutions. Applicants were divided into top-performers and bottom-performers by sorting the calculated overall scores from highest to lowest, labeling the top half of interns as "top-performers," and the lower half of interns as "bottom-performers.

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Implicit biases are those we are unwilling to admit, yet they influence our behavior in ways that impact our experience in the workplace. Literature demonstrates that implicit bias influences career choice and limits success within a chosen career. Discrimination in the veterinary workplace is pervasive and has a negative impact that is responsible for financial loss.

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Objective: A qualitative study based on one-on-one interviews was conducted to better understand the role of the academic veterinary technician (AVT) and identify the motivations and challenges that AVTs face during their academic careers.

Sample: 34 AVTs from 12 accredited US colleges of veterinary medicine.

Procedures: Virtual, semi-structured interviews were conducted between July and December 2020.

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This study investigated students' and a course coordinator's perceptions about specifications (spec) grading in a cardiovascular systems course and assessed its effects on student performance. Spec grading was hypothesized to result in lower perceived student stress about the course, improved student performance, and less work for the course coordinator. The study used a mixed methods approach consisting of student pre-, peri-, and post-course surveys; student focus group interviews; analysis of student course evaluations; and course coordinator reflection.

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Assigning grades in a traditional manner is often problematic: grades may or may not reflect actual student achievement, and students may base their self-worth on grades. Specifications (spec) grading claims to remedy these through a novel grading scheme. The scheme also purports to uphold high academic standards, reflect student learning, motivate students to focus on learning (rather than a grade), discourage cheating, reduce student stress, give students control over their grade, minimize conflict between students and faculty, save faculty time, make expectations clear, and facilitate higher-order learning.

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A 2-yr-old female lesser kudu (Tragelaphus imberbis australis) was presented for lethargy. Empirical antibiotic treatment appeared to improve its clinical signs, although no etiology for the symptoms was determined. The kudu again presented with lethargy, diffusely swollen limbs, and subcutaneous ecchymoses of 1 day's duration after completion of the initial therapy.

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Client communication skills and professional ethics are areas that have received much attention in veterinary education in recent years. The objectives of this study were to: i) establish the confidence level of faculty teaching in three veterinary schools with regard to their client communication skills, ii) establish a baseline of professional ethics indicators in the same faculty, and iii) compare veterinary students of all levels to faculty in both areas. Students and faculty received identical questionnaires, including statements addressing client communication skills and professional ethics.

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Objective: To examine the effect of various clinical tracks within the veterinary medical clinical curriculum at Texas A&M University on clinical diagnostic proficiency as determined by pre- and post-training assessment. We expected that the clinical track chosen by the student would impact their measured outcome with bias toward higher scores in their chosen field.

Design: Prospective cohort study.

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