scholarly journals Brief Research Report: Veterinary Student Perspective on COVID-19 and Veterinary Medicine

2021 ◽  
Vol 8 ◽  
Author(s):  
Candice B. Limper ◽  
Ariana L. Hinckley-Boltax ◽  
Casey L. Cazer
Keyword(s):  
Public Health ◽  
Veterinary Medicine ◽  
Curriculum Design ◽  
Student Perspective ◽  
Research Report ◽  
Veterinary Students ◽  
Qualitative Research Study ◽  
Veterinary Profession ◽  
Starting Point ◽  
Health Course

COVID-19 has had significant effects on the field of veterinary medicine. Adaptation to pandemic-related and post-pandemic challenges requires engagement from all levels of the professional pipeline, including veterinary college students. Insights gained from this group may inform curriculum design, help the veterinary profession innovate, maximize opportunities for positive change, and avoid negative outcomes. The current study aimed to understand the potential impacts of the COVID-19 pandemic on veterinary medicine, as foreseen by second-year veterinary students in an online discussion during a public health course in the spring of 2020. Twenty-one percent of the 113 students agreed to participate in this qualitative research study. We used an inductive coding process and distilled the student responses into descriptive themes to capture diverse perspectives and understand possible post-pandemic pathways for the veterinary profession. Four themes emerged from the student discussion posts, describing how veterinarians might be affected by the COVID-19 pandemic: (1) economic and social impacts, (2) adapting to challenges, (3) collaborations to improve public health, and (4) disparities and diversity. These themes are a starting point for discussion and innovation as veterinarians plan for the post-pandemic world; further investigation will provide additional guidance for veterinary leaders.

Engaging Undergraduate Public Health Students Through a Textbook Creation Project

2020 ◽  
pp. 237337992096241
Author(s):  
Jessica Sloan Kruger ◽  
Christopher Hollister
Keyword(s):  
Public Health ◽  
Future Research ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Final Version ◽  
Primary Motivation ◽  
Course Content ◽  
Health Course ◽  
Research Questions ◽  
Undergraduate Public Health

This study examines students’ perceptions of an open pedagogy experiment in which they created their own textbook for an undergraduate public health course. The lead author’s primary motivation for developing this assignment was the high cost associated with the traditional textbooks that were otherwise needed to cover the breadth of subject matter in the course. The resulting open textbook included 19 chapters, covering all the required components of the course, and the final version was published in a statewide open educational resource repository. Students provided feedback about this undertaking by way of an end-of-term survey. The results showed high percentages of students who associated the textbook creation project with greater engagement and satisfaction than the passive use of traditional textbooks. Students also reported their perception of a learning benefit related to the creation of course content. Pedagogical implications of this study are discussed, and future research questions are proposed.

scholarly journals Student perceptions and lessons learned from flipping a masters level public health course | Perceptions des étudiants et leçons tirées d’une classe inversée pour un cours de maîtrise en santé environnementale et professionnelle

2015 ◽  
Vol 41 (2) ◽  
Author(s):  
Lindsay P. Galway ◽  
Barbara Berry ◽  
Timothy Takaro
Keyword(s):  
Public Health ◽  
Focus Group ◽  
Student Perceptions ◽  
Flipped Classroom ◽  
Lessons Learned ◽  
Instructional Model ◽  
Santé Environnementale ◽  
Health Course ◽  
Using Data ◽  
Groupe De Discussion

The flipped classroom instructional model has emerged as an alternative to conventional lecture-based teaching that has dominated higher education for decades. In 2013, a cohort of graduate-level public health students participated in a flipped environmental and occupational health course. We present the design, implementation, and evaluation of this course. Using data collected from a post-course survey, focus group sessions, and classroom observation, we examine student perceptions of the flipped classroom instructional model and synthesize lessons learned from flipping the classroom more broadly. Post-course survey data indicate that students had generally positive perceptions towards the flipped classroom instructional model. Four major themes emerged from the focus group data in relation to perceptions of the flipped classroom: knowledge application, content delivery, innovation, and connecting the online and in-class components. These results are promising and suggest that this approach warrants further consideration and research. Le modèle pédagogique de la classe inversée a émergé comme solution de rechange à l’enseignement traditionnel par cours magistraux qui a dominé l’éducation supérieure pendant des décennies. En 2013, une cohorte d’étudiants en santé publique aux cycles supérieurs a participé à un cours inversé sur la santé environnementale et professionnelle. Nous présentons la conception, la mise en œuvre et l’évaluation de ce cours. À l’aide de données recueillies par l’entremise d’un sondage après le cours, lors de séances de discussion en groupe et d’observation en classe, nous examinons les perceptions qu’ont les étudiants du modèle pédagogique de la classe inversée et résumons les leçons tirées qui sont pertinentes pour les cours inversés en général. Les données du sondage réalisé après le cours indiquent que les étudiants avaient des perceptions pour la plupart positives du modèle pédagogique de la classe inversée. Quatre thèmes principaux ont émergé des données du groupe de discussion relativement aux perceptions sur la classe inversée : mise en application des connaissances, diffusion du contenu, innovation et lien entre les composantes en ligne et en classe. Ces résultats sont prometteurs et suggèrent que cette approche devrait faire l’objet de plus de considération et de recherche.

Opportunities and Challenges for Practical Training in Public Health: Insights from Practicum Coordinators in Ontario

2018 ◽  
Vol 79 (4) ◽  
pp. 176-180 ◽  
Author(s):  
Jessica Wegener ◽  
Marilyne Petitclerc
Keyword(s):  
Public Health ◽  
Food Systems ◽  
Knowledge Exchange ◽  
Practical Training ◽  
Learning Approaches ◽  
Sustainable Food Systems ◽  
Sustainable Food ◽  
Narrow View ◽  
Starting Point ◽  
Training Opportunities

Dietetic educators and practicum coordinators (PC) play critical roles in preparing students for practice. Dietitians have made significant progress in the development of educational curricula, competencies, and other resources to support knowledge and skill attainment in public health. There are identified gaps in the literature concerning practical training in sustainable food systems and public health, creating barriers in knowledge exchange and improvements in practicum programs in Canada. This paper discusses the potential opportunities and challenges associated with the number of placements for practical training in public health based on interviews with PCs in Ontario. The findings are limited to the perspectives of 7 PCs with experience in practical training and are a starting point for ongoing evaluation. Identified opportunities within traditional and “emerging settings” for practical training in public health included: the uniqueness of the experience, the potential for students to learn outside their comfort zones, and greater possibilities for dietitians in new roles and settings. Challenges included the need for significant PC engagement with nondietetic preceptors and a narrow view of dietetic practice among some dietitians. Interprofessional teams, emerging settings, and flexible learning approaches may create and support practical training opportunities in food systems and public health going forward.

scholarly journals Assessing Readiness for Clinical Practice: Students’ Perspectives of their Veterinary Curriculum

2016 ◽  
Author(s):  
L. Sanchez ◽  
Alison Kwiatkowski ◽  
Jeff Abbott ◽  
Dana Zimmel ◽  
Linda Behar-Horenstein
Keyword(s):  
Clinical Practice ◽  
Focus Group ◽  
Patient Involvement ◽  
Student Perspective ◽  
Veterinary Students ◽  
Clinical Rotations ◽  
Effective Feedback ◽  
Perceived Preparedness ◽  
Clinical Curriculum ◽  
Veterinary Curriculum

Studies describing the effectiveness of a veterinary curriculum from the student perspective are currently sparse. The overall purpose of this investigation was to describe students’ perceived preparedness for clinical practice. Three focus group meetings with fourth year veterinary students were conducted. Data were open-coded and categorized to identify themes. Four main themes emerged: Challenging communications, Un/appreciating curricular experiences, Documenting demands impede case involvement, and Hungering for timely, effective feedback. Overall students felt comfortable talking to clients about medicine but less comfortable discussing euthanasia or money; they appreciated the split clinical curriculum but questioned the value of the 1st/2nd year courses; they felt that paperwork on clinical rotations negatively impacted patient involvement; expressed the need for well-defined expectations regarding grading/assessment and autonomy on clinical rotations. Despite the reported issues, students expressed satisfaction with the split curriculum and readiness to enter their chosen field of study.

scholarly journals Stillbirth in Canada: anachronistic definition and registration processes impede public health surveillance and clinical care

2021 ◽  
Author(s):  
K.S. Joseph ◽  
Lily Lee ◽  
Laura Arbour ◽  
Nathalie Auger ◽  
Elizabeth K. Darling ◽  
...  
Keyword(s):  
Public Health ◽  
Public Health Surveillance ◽  
Fetal Death ◽  
Clinical Care ◽  
Induced Abortion ◽  
Death Registration ◽  
Starting Point ◽  
Induced Abortions ◽  
History Of ◽  
Definition Of

AbstractThe archaic definition and registration processes for stillbirth currently prevalent in Canada impede both clinical care and public health. The situation is fraught because of definitional problems related to the inclusion of induced abortions at ≥20 weeks’ gestation as stillbirths: widespread uptake of prenatal diagnosis and induced abortion for serious congenital anomalies has resulted in an artefactual temporal increase in stillbirth rates in Canada and placed the country in an unfavourable position in international (stillbirth) rankings. Other problems with the Canadian stillbirth definition and registration processes extend to the inclusion of fetal reductions (for multi-fetal pregnancy) as stillbirths, and the use of inconsistent viability criteria for reporting stillbirth. This paper reviews the history of stillbirth registration in Canada, provides a rationale for updating the definition of fetal death and recommends a new definition and improved processes for fetal death registration. The recommendations proposed are intended to serve as a starting point for reformulating issues related to stillbirth, with the hope that building a consensus regarding a definition and registration procedures will facilitate clinical care and public health.

scholarly journals Managing Borders During Public Health Emergencies of International Concern: A Proposed Typology of Cross-border Health Measures

2021 ◽  
Author(s):  
Kelley Lee ◽  
Karen A Grépin ◽  
Catherine Worsnop ◽  
Summer Marion ◽  
Julianne Piper ◽  
...  
Keyword(s):  
Public Health ◽  
Research Policy ◽  
Grey Literature ◽  
World Health ◽  
Border Health ◽  
Policy And Practice ◽  
Public Health Emergencies ◽  
Cross Border ◽  
Health Measures ◽  
Starting Point

Abstract BackgroundThe near universal adoption of cross-border health measures during the COVID-19 pandemic worldwide has prompted significant debate about their effectiveness and compliance with international law. The number of measures used, and the range of measures applied, have far exceeded previous public health emergencies of international concern. However, efforts to advance research, policy and practice to support their effective use has been hindered by a lack of clear and consistent definition. ResultsBased on a review of existing datasets for cross-border health measures, such as the Oxford Coronavirus Government Response Tracker and World Health Organization Public Health and Social Measures, along with analysis of secondary and grey literature, we propose six categories to define measures more clearly and consistently – type of movement (travel and trade), policy goal, level of jurisdiction, use by public versus private sector, stage of journey, and degree of restrictiveness. These categories are then be brought together into a proposed typology that can support research with generalizable findings and comparative analyses across jurisdictions. The typology facilitates evidence-informed decision-making which takes account of policy complexity including trade-offs and externalities. Finally, the typology can support efforts to strengthen coordinated global responses to outbreaks and inform future efforts to revise the WHO International Health Regulations (2005). ConclusionsThe widespread use of cross-border health measures during the COVID-19 pandemic has prompted significant reflection on available evidence, previous practice and existing legal frameworks. The typology put forth in this paper aims to provide a starting point for strengthening research, policy and practice.

scholarly journals Ethnography in the Danish Veterinary Learning Environment

Seminar.net ◽  
2015 ◽  
Vol 11 (1) ◽  
Author(s):  
Camilla Kirketerp Nielsen
Keyword(s):  
Learning Environment ◽  
Virtual Environment ◽  
Health Management ◽  
Clinical Skills ◽  
Classical Swine Fever ◽  
Herd Health ◽  
Learning Context ◽  
Veterinary Students ◽  
Starting Point ◽  
Actual Learning

The overall objective of this project is research-based development, implementation and evaluation of a game-based learning concept to be used in the veterinary education. Herd visits and animal contact are essential for the development of veterinary competences and skills during education. Yet veterinary students have little occasion to reach/attain a proper level of confidence in their own skills/abilities, as they have limited “training-facilities” (Kneebone & Baillie, 2008). One possible solution mightbe to provide a safe, virtual environment (game-based) where students could practise interdisciplinary clinical skills in an easily-accessible, interactive setting. A playable demo using Classical Swine Fever in a pig herd as an example has been produced for this purpose. In order totailor the game concept to the specific veterinary learning environment and to ensure compliance with both learning objectives and the actual learning processes/procedures of the veterinary students, the project contains both a developmental aspect (game development) and an exploration of the academic (scholastic) and profession (practice) oriented learning context. The initial phase of the project was a preliminary exploration of the actual learning context, providing an important starting point for the upcoming phase in which I will concentrate on research-based development, implementation and evaluation of a game-based virtual environment in this course context. In the academic (scholastic) and profession (practice) oriented learning context of a veterinary course in Herd Health Management (Pig module),ethnographic studies have been conducted by using multiple data collection methods; participant observation, spontaneous dialogues and interviews (Borgnakke, 1996; Hammersley & Atkinson, 2007). All courserelated activities in the different learning spaces (commercial pig herds, auditoriums, post-mortem examinations, independent group work) were followed.This paper will describe the project and it will focus in particular on the initial exploration of the veterinary learning context in terms of theory, empirical data and the methods.

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