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- Author or Editor: James W. Lloyd x
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Abstract
Objective—To identify changes in the teaching of nontechnical skills, knowledge, aptitudes, and attitudes (SKAs) at US colleges and schools of veterinary medicine between 1999 and 2009.
Design—Cross-sectional survey.
Sample—All 28 US colleges and schools of veterinary medicine.
Procedures—An electronic questionnaire was sent to the entire study population. Results were compared with published results of a similar survey performed in 1999 of colleges and schools of veterinary medicine in the United States and Canada.
Results—A 100% response rate was achieved. All respondents were found to offer at least 1 course related to SKAs in 2009, compared with 94% (29/31) of respondents in 1999. A total of 110 such courses were documented, compared with 47 in 1999. In 2009, 26 of the 28 (93%) colleges and schools had at least 1 course related to SKAs that was required, compared with 17 of the 31 (55%) respondents to the 1999 survey. Courses were most commonly incorporated in years 1 and 3 of the curriculum and were most often valued at 1 or 2 credit hours. Forty-one of 67 (61%) courses had been developed since 1999. The most common topics were communication and financial management.
Conclusions and Clinical Relevance—Results demonstrated an increased commitment to teaching the SKAs on the part of the US colleges and schools of veterinary medicine. However, the question remains as to how effective these initiatives will be in enhancing the economic success of graduates and the veterinary medical profession in general.
Objective
To assess the effect of incomplete, midsagittal fractures of the proximal phalanx (P1) on racing performance in Standardbreds.
Design
Retrospective cohort study.
Animals
49 Standardbred horses admitted to the George D. Widener Hospital for Large Animals between July 1986 and December 1992 with a definitive radiographic diagnosis of an incomplete, midsagittal fracture of P1 and a known method of treatment.
Procedure
Performance index and racing time were compared before and after diagnosis and treatment of fracture, using ANOVA that controlled for the effects of horse, gender, age, track length, and track condition.
Results
Expected racing time increased by 0.7 seconds and performance index decreased by 0.7 points, although controlling for factors known to affect racing performance had a substantial impact on these results.
Clinical Implications
Standardbreds with incomplete, midsagittal fractures of P1 have a favorable prognosis for return to racing; recovered horses will likely have slower racing times and decreased performance indices. (J Am Vet Med Assoc 1997;210:82–86)
Abstract
OBJECTIVE
To quantify the extent that professional skills topics were presented to veterinary students at US colleges and schools of veterinary medicine (ie, veterinary schools) in 2019 and compare findings with similar data collected in 1999 and 2009.
SAMPLE
All 30 US veterinary schools in 2019.
PROCEDURES
An electronic questionnaire was sent to the associate deans for academic affairs of all 30 veterinary schools in the United States during fall of 2019. Results were compared with published results of a similar survey performed in 1999 and 2009.
RESULTS
A 100% (30/30) response rate was achieved for 2019. A total of 173 courses on professional skills topics were reported, of which 115 (66%) were required. The most common topic was communication (79/136 [58%] courses). Overall, courses were most frequently delivered in the first 3 years of the curriculum (129/158 [82%]), with required courses most common in years 1 and 2 (79/112 [71%]). Most courses (116/150 [77%]) were assigned 1 or 2 credit hours. These results represented continuation of a substantial increase in the teaching of professional skills, compared with findings for 1999 and 2009.
CONCLUSIONS AND CLINICAL RELEVANCE
Results suggested a growing commitment to the teaching of professional skills on the part of US veterinary schools and the willingness to change on the basis of the current perceived needs of their graduates. The observed increases align nicely with the emerging framework for competency-based veterinary education and its substantial focus on assessing competency in professional skills as an important outcome of veterinary medical education.
