Base de dados : MEDLINE
Pesquisa : I02.783.495.836 [Categoria DeCS]
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[PMID]:29269552
[Au] Autor:UK Veterinary Public Health Teachers
[Ti] Título:Collaborating on One Health and veterinary public health education.
[So] Source:Vet Rec;181(25):691-692, 2017 12 23.
[Is] ISSN:2042-7670
[Cp] País de publicação:England
[La] Idioma:eng
[Mh] Termos MeSH primário: Comportamento Cooperativo
Educação em Veterinária/organização & administração
Saúde Única
Saúde Pública/educação
[Mh] Termos MeSH secundário: Seres Humanos
Faculdades de Medicina Veterinária/organização & administração
Sociedades/organização & administração
Reino Unido
Medicina Veterinária/organização & administração
[Pt] Tipo de publicação:LETTER
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180308
[Lr] Data última revisão:
180308
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:171223
[St] Status:MEDLINE
[do] DOI:10.1136/vr.j5868


  2 / 1516 MEDLINE  
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[PMID]:28876996
[Au] Autor:Foreman JH; Morin DE; Graves TK; Mitchell MA; Zuckermann FA; Whiteley HE
[Ti] Título:Veterinary Curriculum Transformation at the University of Illinois, 2006-2016.
[So] Source:J Vet Med Educ;44(3):471-479, 2017.
[Is] ISSN:0748-321X
[Cp] País de publicação:Canada
[La] Idioma:eng
[Ab] Resumo:The organization and delivery of a curriculum is the responsibility of the faculty in educational institutions. Curricular revision is often a hotly debated topic in any college faculty. At the University of Illinois, a 2006 mandate for curriculum modernization from the American Veterinary Medical Association Council on Education provided impetus for a long-discussed curricular revision. After two iterations and a lengthy development process, a new curriculum was gradually implemented at Illinois with the August 2009 matriculation of the Class of 2013. The goals of the revision included earlier clinical exposure for veterinary students through introductions to clinical rotations in years 1 to 3 and an integrated body systems approach in lecture/laboratory courses. A new Clinical Skills Learning Center facilitates development of clinical skills earlier in the curriculum and promotes the development of those skills throughout all 4 years of the curriculum. New outcomes assessments include comprehensive written examinations and Objective Structured Clinical Examinations (OSCEs) in years 2 and 3. Curriculum management, including grading of clinical rotations in all 4 years, is achieved through a commercially available software package. For the past 5 years, when candidates were asked why they chose to apply to Illinois, the new curriculum (27.4%) was the most common answer given during interviews. The Illinois revision has resulted in measurably increased veterinary student self-confidence (p<.001) at graduation.
[Mh] Termos MeSH primário: Estágio Clínico
Currículo/tendências
Educação em Veterinária/organização & administração
Faculdades de Medicina Veterinária/organização & administração
[Mh] Termos MeSH secundário: Acreditação
Educação em Veterinária/normas
Seres Humanos
Illinois
Inovação Organizacional
Faculdades de Medicina Veterinária/normas
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1712
[Cu] Atualização por classe:171207
[Lr] Data última revisão:
171207
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170907
[St] Status:MEDLINE
[do] DOI:10.3138/jvme.0316-060R1


  3 / 1516 MEDLINE  
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[PMID]:28876994
[Au] Autor:Ferguson DC; McNeil LK; Schaeffe DJ; Mills EM
[Ti] Título:Encouraging Critical Clinical Thinking (CCT) Skills in First-Year Veterinary Students.
[So] Source:J Vet Med Educ;44(3):531-541, 2017.
[Is] ISSN:0748-321X
[Cp] País de publicação:Canada
[La] Idioma:eng
[Ab] Resumo:First-year didactic course instructors at the University of Illinois College of Veterinary Medicine leverage earlier clinical rotation experiences with weekly "Clinical Correlations" exercises to provide early exposure to critical clinical thinking (CCT). This study evaluated the efficacy of individual and paired group exercises on CCT development. Before and after instruction, the Cornell Critical Thinking Test (Level Z) (CCTTZ) was administered. Based on the hypothesis that students with higher scores would coach lower-scoring colleagues during group exercises, heterogeneous groups with similar mean scores were established for the year. Students completed 14 individual and paired group exercises over 6 months. Exercises were designed to increase in complexity and decline in scaffolding. Seven of the exercises were cases using the Applied Learning Platform (ALP) at http://www.whenknowingmatters.com . Student analyses were scored according to a six-category critical-thinking rubric using a 5-point scale. Consistent with our hypothesis, individual and group rubric scores increased significantly, plateauing near the end of the year. Contrary to our hypothesis, mean overall CCTTZ scores did not change, but there was a small statistically significant increase in the ability to assess the validity of an argument. Student attitudes were mixed. Positive comments focused on reinforcement of prior didactic instruction, while negative comments focused on preparation time needed to conduct research on clinical concepts, and on a lack of explicit evaluation by summative examinations. Nonetheless, end-of-year GPAs correlated linearly with cumulative individual rubric scores. In summary, the value of early curriculum CCT training was confirmed when discipline-specific criteria were applied.
[Mh] Termos MeSH primário: Competência Clínica
Currículo/tendências
Educação em Veterinária/organização & administração
Aprendizagem Baseada em Problemas
Faculdades de Medicina Veterinária/organização & administração
Estudantes de Medicina
[Mh] Termos MeSH secundário: Educação em Veterinária/normas
Avaliação Educacional
Seres Humanos
Illinois
Avaliação de Programas e Projetos de Saúde
Faculdades de Medicina Veterinária/normas
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1712
[Cu] Atualização por classe:171207
[Lr] Data última revisão:
171207
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170907
[St] Status:MEDLINE
[do] DOI:10.3138/jvme.0216-032R1


  4 / 1516 MEDLINE  
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[PMID]:28876993
[Au] Autor:Ilkiw JE; Nelson RW; Watson JL; Conley AJ; Raybould HE; Chigerwe M; Boudreaux K
[Ti] Título:Curricular Revision and Reform: The Process, What Was Important, and Lessons Learned.
[So] Source:J Vet Med Educ;44(3):480-489, 2017.
[Is] ISSN:0748-321X
[Cp] País de publicação:Canada
[La] Idioma:eng
[Ab] Resumo:Beginning in 2005, the Doctor of Veterinary Medicine program at the University of California underwent major curricular review and reform. To provide information for others that follow, we have documented our process and commented on factors that were critical to success, as well as factors we found surprising, difficult, or problematic. The review and reform were initiated by the Executive Committee, who led the process and commissioned the committees. The planning stage took 6 years and involved four faculty committees, while the implementation stage took 5 years and was led by the Curriculum Committee. We are now in year 2 of the institutionalizing stage and no longer refer to our reform as the "new curriculum." The change was driven by a desire to improve the curriculum and the learning environment of the students by aligning the delivery of information with current teaching methodologies and implementing adult learning strategies. We moved from a department- and discipline-based curriculum to a school-wide integrated block curriculum that emphasized student-centered, inquiry-based learning. A limit was placed on in-class time to allow students to apply classroom knowledge by solving problems and cases. We found the journey long and arduous, requiring tremendous commitment and effort. In the change process, we learned the importance of adequate planning, leadership, communication, and a reward structure for those doing the "heavy lifting." Specific to our curricular design, we learned the importance of the block leader role, of setting clear expectations for students, and of partnering with students on the journey.
[Mh] Termos MeSH primário: Currículo/tendências
Educação em Veterinária/organização & administração
Aprendizagem Baseada em Problemas
Faculdades de Medicina Veterinária/organização & administração
[Mh] Termos MeSH secundário: Acreditação
California
Educação em Veterinária/normas
Seres Humanos
Inovação Organizacional
Faculdades de Medicina Veterinária/normas
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1712
[Cu] Atualização por classe:171207
[Lr] Data última revisão:
171207
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170907
[St] Status:MEDLINE
[do] DOI:10.3138/jvme.0316-068R


  5 / 1516 MEDLINE  
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[PMID]:28876992
[Au] Autor:Irons PC; Holm DE; Annandale CH
[Ti] Título:Curricular Renewal at the Southern Tip of Africa: The 2016 Veterinary Curriculum at the University of Pretoria.
[So] Source:J Vet Med Educ;44(3):440-449, 2017.
[Is] ISSN:0748-321X
[Cp] País de publicação:Canada
[La] Idioma:eng
[Ab] Resumo:Four years after the institution of a new curriculum at the University of Pretoria's Faculty of Veterinary Science, a second major curricular renewal was initiated as a result of several pressing drivers, many of which were unique to the national and institutional context. During the project, South African higher education was disrupted by student protests prompted by financial pressures on students, the overt colonial structure of higher education, and the need to accelerate transformation of the sector. A structured curricular renewal process was followed, including the laying down of the principles, the structuring the macro-curriculum as a story, the design of a meso- and micro-curriculum, and the mapping of the curriculum to Day One outcomes. The resulting program is a 6-year bachelor's degree with a blend of discipline and species modules, with the first cohort graduating in 2016. There is a strong focus on skills embodied in a 62-week experiential component, managed using a unique custom-designed online platform for booking placements, documenting exposure, assessing competency, and providing feedback to students. The experiential training includes a large elective component. Several causes of loss of impetus during the process are discussed and proposals are made for avoiding these. The value of accreditation as a driver and a source of inputs is evident. The process has succeeded in producing a significantly reshaped curriculum that has been well received by external stakeholders.
[Mh] Termos MeSH primário: Currículo/tendências
Educação em Veterinária/organização & administração
Faculdades de Medicina Veterinária/organização & administração
[Mh] Termos MeSH secundário: Acreditação
Educação em Veterinária/normas
Seres Humanos
Inovação Organizacional
Faculdades de Medicina Veterinária/normas
África do Sul
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1712
[Cu] Atualização por classe:171207
[Lr] Data última revisão:
171207
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170907
[St] Status:MEDLINE
[do] DOI:10.3138/jvme.0316-062R


  6 / 1516 MEDLINE  
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[PMID]:28876990
[Au] Autor:Chaney KP; Macik ML; Turner JS; Korich JA; Rogers KS; Fowler D; Scallan EM; Keefe LM
[Ti] Título:Curriculum Redesign in Veterinary Medicine: Part I.
[So] Source:J Vet Med Educ;44(3):552-562, 2017.
[Is] ISSN:0748-321X
[Cp] País de publicação:Canada
[La] Idioma:eng
[Ab] Resumo:Curricular review is considered a necessary component for growth and enhancement of academic programs and requires time, energy, creativity, and persistence from both faculty and administration. At Texas A&M College of Veterinary Medicine & Biomedical Sciences (TAMU), the faculty and administration partnered with the university's Center for Teaching Excellence to create a faculty-driven, data-enhanced curricular redesign process. The 8-step process begins with the formation of a dedicated faculty curriculum design team to drive the redesign process and to support the college curriculum committee. The next steps include defining graduate outcomes and mapping the current curriculum to identify gaps and redundancies across the curriculum. Data are collected from internal and external stakeholders including veterinary students, faculty, alumni, and employers of graduates. Data collected through curriculum mapping and stakeholder engagement substantiate the curriculum redesign. The guidelines, supporting documents, and 8-step process developed at TAMU are provided to assist other veterinary schools in successful curricular redesign. This is the first of a two-part report that provides the background, context, and description of the process for charting the course for curricular change. The process involves defining expected learning outcomes for new graduates, conducting a curriculum mapping exercise, and collecting stakeholder data for curricular evaluation (steps 1-4). The second part of the report describes the development of rubrics that were applied to the graduate learning outcomes (steps 5-8) and engagement of faculty during the implementation phases of data-driven curriculum change.
[Mh] Termos MeSH primário: Currículo/tendências
Educação em Veterinária/organização & administração
Avaliação de Processos (Cuidados de Saúde)
Faculdades de Medicina Veterinária/organização & administração
[Mh] Termos MeSH secundário: Educação em Veterinária/normas
Seres Humanos
Faculdades de Medicina Veterinária/normas
Texas
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1712
[Cu] Atualização por classe:171207
[Lr] Data última revisão:
171207
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170907
[St] Status:MEDLINE
[do] DOI:10.3138/jvme.0316-065R1


  7 / 1516 MEDLINE  
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[PMID]:28876989
[Au] Autor:Roder CA; May SA
[Ti] Título:The Hidden Curriculum of Veterinary Education: Mediators and Moderators of Its Effects.
[So] Source:J Vet Med Educ;44(3):542-551, 2017.
[Is] ISSN:0748-321X
[Cp] País de publicação:Canada
[La] Idioma:eng
[Ab] Resumo:The "hidden curriculum" has long been supposed to have an effect on students' learning during their clinical education, and in particular in shaping their ideas of what it means to be a professional. Despite this, there has been little evidence linking specific changes in professional attitudes to the individual components of the hidden curriculum. This study aimed to recognize those components that led to a change in students' professional attitudes at a UK veterinary school, as well as to identify the attitudes most affected. Observations were made of 11 student groups across five clinical rotations, followed by semi-structured interviews with 23 students at the end of their rotation experience. Data were combined and analyzed thematically, taking both an inductive and deductive approach. Views about the importance of technical competence and communication skills were promoted as a result of students' interaction with the hidden curriculum, and tensions were revealed in relation to their attitudes toward compassion and empathy, autonomy and responsibility, and lifestyle ethic. The assessment processes of rotations and the clinical service organization served to communicate the messages of the hidden curriculum, bringing about changes in student professional attitudes, while student-selected role models and the student rotation groups moderated the effects of these influences.
[Mh] Termos MeSH primário: Estágio Clínico
Currículo/tendências
Educação em Veterinária/organização & administração
Avaliação de Programas e Projetos de Saúde
Faculdades de Medicina Veterinária/organização & administração
[Mh] Termos MeSH secundário: Educação em Veterinária/normas
Seres Humanos
Entrevistas como Assunto
Londres
Faculdades de Medicina Veterinária/normas
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1712
[Cu] Atualização por classe:171207
[Lr] Data última revisão:
171207
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170907
[St] Status:MEDLINE
[do] DOI:10.3138/jvme.0416-082


  8 / 1516 MEDLINE  
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[PMID]:28876988
[Au] Autor:Parkinson TJ; Weston JF; Williamson NB
[Ti] Título:Curricular Review and Renewal at Massey University: A Process to Implement Improved Learning Practices.
[So] Source:J Vet Med Educ;44(3):450-458, 2017.
[Is] ISSN:0748-321X
[Cp] País de publicação:Canada
[La] Idioma:eng
[Ab] Resumo:Curriculum managers of the Bachelor of Veterinary Science program at Massey University have undertaken major curricular review every 5-10 years and also made adjustments to the program as a result of student and other stakeholder feedback. New curricula introduced in 2003 and 2013 aimed to address specific stakeholder requirements in the veterinary, agricultural, and allied industries. The new curricula initially sought to strengthen clinical skills but more recently focused on the core professional skill of client communication, the integration of knowledge and clinical skills, and a better understanding of the effects of herd health interventions on farm economics. The need for greater emphasis on the veterinarian's role in One Health at the intersection of humans, animals, and the environment was also recognized. The most recent curricular review was preceded by faculty enlightenment and discussion about innovative models of medical education with a focus on student-centered and integrated learning. A new curriculum was introduced from 2013 that presented more material in its clinical context, attempted to manage curriculum overload through a focus on Day One Competences, implemented vertical and horizontal integration of subjects, and introduced more problem-based and student-centered learning. Regular reviews of student workload were needed to ensure that the objectives were achieved, but student feedback has generally been positive.
[Mh] Termos MeSH primário: Currículo/tendências
Educação em Veterinária/organização & administração
Avaliação de Processos e Resultados (Cuidados de Saúde)
Aprendizagem Baseada em Problemas
Faculdades de Medicina Veterinária/organização & administração
[Mh] Termos MeSH secundário: Acreditação
Educação em Veterinária/normas
Seres Humanos
Nova Zelândia
Inovação Organizacional
Faculdades de Medicina Veterinária/normas
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1712
[Cu] Atualização por classe:171207
[Lr] Data última revisão:
171207
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170907
[St] Status:MEDLINE
[do] DOI:10.3138/jvme.0316-058R


  9 / 1516 MEDLINE  
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[PMID]:28876987
[Au] Autor:Englar RE
[Ti] Título:A Novel Approach to Simulation-Based Education for Veterinary Medical Communication Training Over Eight Consecutive Pre-Clinical Quarters.
[So] Source:J Vet Med Educ;44(3):502-522, 2017.
[Is] ISSN:0748-321X
[Cp] País de publicação:Canada
[La] Idioma:eng
[Ab] Resumo:Experiential learning through the use of standardized patients (SPs) is the primary way by which human medical schools teach clinical communication. The profession of veterinary medicine has followed suit in response to new graduates' and their employers' concerns that veterinary interpersonal skills are weak and unsatisfactory. As a result, standardized clients (SCs) are increasingly relied upon as invaluable teaching tools within veterinary curricula to advance relationship-centered care in the context of a clinical scenario. However, there is little to no uniformity in the approach that various colleges of veterinary medicine take when designing simulation-based education (SBE). A further complication is that programs with pre-conceived curricula must now make room for training in clinical communication. Curricular time constraints challenge veterinary colleges to individually decide how best to utilize SCs in what time is available. Because it is a new program, Midwestern University College of Veterinary Medicine (MWU CVM) has had the flexibility and the freedom to prioritize an innovative approach to SBE. The author discusses the SBE that is currently underway at MWU CVM, which incorporates 27 standardized client encounters over eight consecutive pre-clinical quarters. Prior to entering clinical rotations, MWU CVM students are exposed to a variety of simulation formats, species, clients, settings, presenting complaints, and communication tasks. These represent key learning opportunities for students to practice clinical communication, develop self-awareness, and strategize their approach to future clinical experiences.
[Mh] Termos MeSH primário: Comunicação
Currículo/tendências
Educação em Veterinária/organização & administração
Faculdades de Medicina Veterinária/organização & administração
Treinamento por Simulação
[Mh] Termos MeSH secundário: Educação em Veterinária/normas
Seres Humanos
Kansas
Avaliação de Programas e Projetos de Saúde
Faculdades de Medicina Veterinária/normas
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1712
[Cu] Atualização por classe:171207
[Lr] Data última revisão:
171207
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170907
[St] Status:MEDLINE
[do] DOI:10.3138/jvme.0716-118R1


  10 / 1516 MEDLINE  
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[PMID]:28876986
[Au] Autor:Hancock J; Hammond JA; Roberts M; Mattick K
[Ti] Título:Comparing Tolerance of Ambiguity in Veterinary and Medical Students.
[So] Source:J Vet Med Educ;44(3):523-530, 2017.
[Is] ISSN:0748-321X
[Cp] País de publicação:Canada
[La] Idioma:eng
[Ab] Resumo:Current guidelines suggest that educators in both medical and veterinary professions should do more to ensure that students can tolerate ambiguity. Designing curricula to achieve this requires the ability to measure and understand differences in ambiguity tolerance among and within professional groups. Although scales have been developed to measure tolerance of ambiguity in both medical and veterinary professions, no comparative studies have been reported. We compared the tolerance of ambiguity of medical and veterinary students, hypothesizing that veterinary students would have higher tolerance of ambiguity, given the greater patient diversity and less well-established evidence base underpinning practice. We conducted a secondary analysis of questionnaire data from first- to fourth-year medical and veterinary students. Tolerance of ambiguity scores were calculated and compared using the TAMSAD scale (29 items validated for the medical student population), the TAVS scale (27 items validated for the veterinary student population), and a scale comprising the 22 items common to both scales. Using the TAMSAD and TAVS scales, medical students had a significantly higher mean tolerance of ambiguity score than veterinary students (56.1 vs. 54.1, p<.001 and 60.4 vs. 58.5, p=.002, respectively) but no difference was seen when only the 22 shared items were compared (56.1 vs. 57.2, p=.513). The results do not support our hypothesis and highlight that different findings can result when different tools are used. Medical students may have slightly higher tolerance of ambiguity than veterinary students, although this depends on the scale used.
[Mh] Termos MeSH primário: Currículo/tendências
Educação em Veterinária/organização & administração
Faculdades de Medicina Veterinária/organização & administração
Tolerância a Antígenos Próprios
Estudantes de Medicina/psicologia
[Mh] Termos MeSH secundário: Educação em Veterinária/tendências
Seres Humanos
Psicometria
Faculdades de Medicina Veterinária/normas
Inquéritos e Questionários
Reino Unido
[Pt] Tipo de publicação:COMPARATIVE STUDY; JOURNAL ARTICLE
[Em] Mês de entrada:1712
[Cu] Atualização por classe:171207
[Lr] Data última revisão:
171207
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170907
[St] Status:MEDLINE
[do] DOI:10.3138/jvme.0916-150R1



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