I Congreso VetDoc de Docencia Veterinaria

Congreso celebrado en Lugo los días 5 y 6 de septiembre de 2014Coordinación y recopilación Ángel Abuelo Sebio y Cristina Castillo Rodrígue

Entrevista a Cristina Castillo Rodríguez

[ES] Ángel Abuelo Sebio entrevista a Cristina Castillo Rodríguez, Presidenta de la Asociación Española de Veterinarios Docentes (VetDoc)Abuelo Sebio, Á. (2015). Entrevista a Cristina Castillo Rodríguez. REDU. Revista de Docencia Universitaria. 13(3):211-216. https://doi.org/10.4995/redu.2015.5462OJS21121613

Número especial sobre la formación de veterinarios

[ES] Editorial del número especial en torno a la formación de veterinariosAbuelo Sebio, Á.; Wapenaar, W. (2015). Número especial sobre la formación de veterinarios. REDU. Revista de Docencia Universitaria. https://doi.org/10.4995/redu.2015.5470OJ

A pilot study to compare oxidative status between organically and conventionally managed dairy cattle during the transition period

NOTICE: This is the peer reviewed version of the following article: Abuelo, A., Hernández, J., Benedito, J. and Castillo, C. (2015), A pilot study to compare oxidative status between organically and conventionally managed dairy cattle during the transition period. Reproduction in Domestic Animals. [doi: 10.1111/rda.12519]. This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archivingThe aim of this study was to assess the redox balance of organically managed dairy cattle (OMC; n = 40) during the transition period and to compare this with conventionally managed cattle (CMC; n = 22). Serum samples of dairy cows from two organic and one conventional farm were taken. Markers of oxidants production [reactive oxygen species] and total serum antioxidant capacity were measured in four different production stages: (i) far-off dry (2 to 1 months before calving; 44 samples in CMC and 48 in OMC); (ii) close-up dry (1 month until 3 days before calving; 44 CMC; 54 OMC); (iii) fresh (3 days to +1 month after calving; 44 CMC; 49 OMC); and (iv) peak of lactation (+1 to +3 months; 71 CMC; 78 OMC). Values were compared between production stages and against a metabolic baseline status (4th–5th month of pregnancy; 40 CMC; 30 OMC). Our results indicated that throughout the periparturient period, OMC had lower concentrations of reactive oxygen species, but also a lower antioxidant capacity than CMC. Indeed, when the two components of the redox balance were assessed together through the Oxidative Stress index, the values of this parameter were higher for OMC than for CMC, thereby implying a higher risk of oxidative stress. Therefore, further larger studies are needed to confirm the current observations, as organically reared animals might be exposed to a lack of antioxidants supply.Xunta de Galicia e Ministerio de Educacio

Evaluación continua mediante exámenes clínicos estructurados por objetivos en Propedéutica Clínica Veterinaria

[EN] This study aimed to evaluate the attitude of veterinary students to the use of Objective Structured  Clinical  Examination  (OSCE) as a method for continuous assessment of the acquisition of clinical skills related to the physical examination of animals. Students  undertook  fortnightly  two OSCEs throughout a semester, after which an  anonymous  electronic  survey  was distributed before the final written exam. The results of the questionnaire indicated that  students  display  a  good  attitude to being assessed frequently by OSCEs; furthermore,  it  also  helped  them  not only to study and practice more regularly, but as they were told in advance what they would be assessed on, it also helped them to be more focused during teaching time. Furthermore, they encouraged the maintenance of the assessment method for the following year and also provided some suggestions for improvement. It is therefore concluded that students display a positive attitude to continuous assessment by OSCE, w[ES] El objetivo de este estudio fue evaluar la actitud de los estudiantes de veterinaria hacia  el  uso  de  exámenes  clínicos estructurados por objetivos (OSCE) como un método para la evaluación continua de la adquisición de las habilidades clínicas relacionadas  con  el  examen  físico  de los animales. Los estudiantes realizaron quincenalmente dos OSCE a lo largo de un semestre, después de lo cual contestaron voluntariamente  a  una  encuesta electrónica de forma anónima antes del examen final escrito. Los resultados del cuestionario indican que los estudiantes mostraron  una  buena  actitud  hacia  la evaluación frecuente mediante OSCE; por otra parte, esta metodología también les ayudó no sólo a estudiar y practicar con más regularidad, pero como se les facilitó de  antemano  el  listado  de  habilidades del que iban a ser evaluados, también les ayudó a centrarse más durante el tiempo de docencia presencial. Además, alentaron el mantenimiento del método de evaluación para  los  cursoAbuelo Sebio, Á.; Hernández Bermúdez, J.; Benedito Castellote, JL.; Castillo Rodríguez, C. (2015). Continuous Assessment through Objective Structured Clinical Examinations in Veterinary Clinical Propaedeutics. REDU. Revista de Docencia Universitaria. 13(3):189-202. https://doi.org/10.4995/redu.2015.5458OJS189202133Barman, A. (2005). Critiques on the objective structured clinical examination. Annals of the Academy of Medicine, Singapore, 34(8), 478-482.Bateman, K., Menzies, P., Sandals, D., Duffield, T., LeBlanc, S., Leslie, K., . . . Swackhammer, R. (2008). Objective structured clinical examinations (OSCEs) as a summative evaluation tool in a ruminant health management rotation for final-year DVM students. Journal of Veterinary Medical Education, 35(3), 382-388. https://doi.org/10.3138/jvme.35.3.382Cruickshank, J.K., Barritt, P.W., McBesag, F., Waterhouse, N., Goldman, L.H. (1975). Student views on continuous assessment at Birmingham University Medical School. British Medical Journal, 4(5991), 265-267. https://doi.org/10.1136/bmj.4.5991.265Davis, M.H., Ponnamperuma, G.G., McAleer, S., Dale, V.H.M. (2006). The objective structured clinical examination (OSCE) as a determinant of veterinary clinical skills. Journal of Veterinary Medical Education, 33(4), 578-587. https://doi.org/10.3138/jvme.33.4.578Frederiksen, N. (1984). The real test bias: Influences of testing on teaching and learning. The American Psychologist, 39(3), 193-202. https://doi.org/10.1037/0003-066X.39.3.193Fuentealba, C. (2011). The role of assessment in the student learning process. Journal of Veterinary Medical Education, 38(2), 157-162. https://doi.org/10.3138/jvme.38.2.157Hammond, J. (2009). Survey of current practice in OSCE assessment in UK clinical education. Retrieved from http://www.medev.ac.uk/static/uploads/resources/miniproject_reports/Project%20436%20report%20FINAL%2009_09.pdfHarden, R.M., Gleeson, F. A. (1979). Assessment of clinical competence using an objective structured clinical examination (OSCE). Medical Education, 13(1), 41-54. https://doi.org/10.1111/j.1365-2923.1979.tb00918.xHarden, R.M., Stevenson, M., Downie, W. W., Wilson, G. M. (1975). Assessment of clinical competence using objective structured examination. British Medical Journal, 1(5955), 447-451. https://doi.org/10.1136/bmj.1.5955.447Hecker, K., Read, E.K., Vallevand, A., Krebs, G., Donszelmann, D., Muelling, C.K., Freeman, S.L. (2010). Assessment of first-year veterinary students' clinical skills using objective structured clinical examinations. Journal of Veterinary Medical Education, 37(4), 395-402. https://doi.org/10.3138/jvme.37.4.395Hodges, B.D. (2006). The objective structured clinical examination: Three decades of development. Journal of Veterinary Medical Education, 33(4), 571-577 https://doi.org/10.3138/jvme.33.4.571Joint Declaration of the European Ministers of Education convened in Bologna on the 19 June 1999. (1999). Retrieved from http://www.ond.vlaanderen.be/hogeronderwijs/bologna/documents/MDC/BOLOGNA_DECLARATION1.pdfMajor, D.A. (2005). OSCEs - Seven years on the bandwagon: The progress of an objective structured clinical evaluation programme. Nurse Education Today, 25(6), 442-454. https://doi.org/10.1016/j.nedt.2005.03.010Manogue, M., Brown, G. (1998). Developing and implementing an OSCE in dentistry. European Journal of Dental Education, 2(2), 51-57. https://doi.org/10.1111/j.1600-0579.1998.tb00039.xMiller, G.E. (1990). The assessment of clinical skills/competence/performance. Academic medicine: Journal of the Association of American Medical Colleges, 65(9 Suppl), S63-67. https://doi.org/10.1097/00001888-199009000-00045Muzyamba, M.C., Goode, N., Kilyon, M., Brodbelt, D. (2012). Predictors of success in a UK veterinary medical undergraduate course. Journal of Veterinary Medical Education, 39(4), 380-388. https://doi.org/10.3138/jvme.1011.103R1Nayer, M. (1993). An overview of the objective structured clinical examination. Physiotherapy Canada. Physiothérapie Canada, 45(3), 171-178.Newble, D. (2004). Techniques for measuring clinical competence: Objective structured clinical examinations. Medical Education, 38(2), 199-203. https://doi.org/10.1111/j.1365-2923.2004.01755.xNewble, D.I., Jaeger, K. (1983). The effect of assessments and examinations on the learning of medical students. Medical Education, 17(3), 165-171. https://doi.org/10.1111/j.1365-2923.1983.tb00657.xNorcini, J.J., Blank, L.L., Duffy, F.D., Fortna, G.S. (2003). The mini-CEX: A method for assessing clinical skills. Annals of Internal Medicine, 138(6), 476-481. https://doi.org/10.7326/0003-4819-138-6-200303180-00012Resolution of February 17th, 2011, from the University of Santiago de Compostela, which publishes the curriculum of the Degree in Veterinary Medicine, (2011). Boletín Oficial del Estado núm. 53 del 3 de marzo de 2011. 24422-24428. Retrieved from: http://www.boe.es/boe/dias/2011/03/03/pdfs/BOE-A-2011-4081.pdfSchuwirth, L.W.T., van der Vleuten, C.P.M. (2010). How to design a useful test: The principles of assessment. In T. Swanwick (Ed.), Understanding medical education(pp. 195-207). John Wiley & Sons Ltd: Chichester, United Kindom: .Seibu, M.J., Biju, I., Yakub, S. (2006). Impact on student learning from traditional continuous assessment and an e-assessment proposal. Paper presented at the The Tenth Pacific Asia Conference on Information Systems. Kuala Lumpur: Malaysia.Sibbald, D., Regehr, G. (2003). Impact on the psychometric properties of a pharmacy OSCE: Using 1st-year students as standardized patients. Teaching and Learning in Medicine, 15(3), 180-185. https://doi.org/10.1207/S15328015TLM1503_06The Bologna Process: Setting up the European Higher Education Area. (2010). Retrieved from http://europa.eu/legislation_summaries/education_training_youth/lifelong_learning/c11088_en.htmvan der Vleuten, C. (2000). Validity of final examinations in undergraduate medical training. British Medical Journal, 321(7270), 1217-1219 https://doi.org/10.1136/bmj.321.7270.121

The use of banquettes of Posidonia oceanica as a source of fiber and minerals in ruminant nutrition. An observational study

In the search for new food sources that contribute to the optimization of livestock production this paper discusses the possibility of using waste (called banquettes) of a marine plant commonly found on the Mediterranean coasts: Posidonia oceanica. The idea stems from the use of a waste that in summertime generates large costs because it is considered bothersome on the beaches. Thus, tons and tons of residues are collected each year from the beach, being destined for incineration. However, alternative uses for these residues are suggested, such as forage that is particularly relevant for the Mediterranean coast, where the weather does not support abundant grass growth. With this purpose, samples of banquettes of P. oceanica from six different points of a touristic place located in the Murcia Region (S.E. of Spain) were collected in April 2012 on the same day directly from the beach above the water line, washed with distilled water and sun-dried for 48 h. Approximately 500 g of each sample of plant material was chopped and two subsamples of 200 g each were placed in airtight plastic containers and sent to the laboratory for mineral and chemical analysis. This report provides data on the nutritional composition of P. oceanica such as mineral contents (As, Cd, Co, Cr, Cu, Fe, Mn, Ni, Pb and Zn) and chemical composition (ash, CP, ether extract (EE), NDF and ADF, respectively) and ADL. Finally, the in sacco rumen disappearance of dry matter (DM), organic matter (OM), CP and NDF were studied. Our results showed that minerals, except for Fe, where within the range of values reported for P. oceanica in other parts of the Mediterranean region. Given the high Fe content further studies assessing the antagonic Fe–Cu interaction and its effect on animal health should be addressed. In relation to chemical composition, it is clear that this seagrass is a poor protein source and has levels of DM degradability at 24 h, similar to those obtained for cereal straw. The information summarized here shows some potential for the use of banquettes of P. oceanica as forage source in ruminant nutritionFunds for thefinancial support received for carryingout this work, through the project: Subproductos marinos ennutrición animal: utilidad de los arribazones deP. oceanicacomo fuente defibra en ganado caprino de leche (Ref. 15.271)S

Communication skills in the learning process of Veterinary Pathophysiology. The experience at the Veterinary Faculty of Lugo

[ES] La docencia universitaria ha cambiado al tiempo que lo han hecho las demandas de la sociedad. Ahora no sólo se valoran los  conocimientos  sino  también  otras habilidades necesarias para el ejercicio de la actividad profesional: la búsqueda de  información,  el  análisis  crítico,  la comunicación,  el  cooperativismo  y  la determinación  a  la  hora  de  superar problemas,  valores  que  no  son contemplados en ningún temario. Para fomentar  el  liderazgo  de  los  alumnos hay que buscar estrategias docentes que los  motiven,  hecho  difícil  en  muchas materias de la rama de Ciencias de la Salud. En este trabajo se exponen dos modelos de docencia teórico-práctica en la materia troncal de Patología General y en la que los alumnos han de recurrir a las habilidades anteriormente mencionadas: el aprendizaje cooperativo (basado en el sistema PBL), y la realización de un taller (o workshop) basadas también en PBL y empleando situaciones simuladas en la que los estudiantes se enfrentan a[EN] Universitary teaching has been modified due to changes in the society demands: look  for  information,  critical  analysis, communication  skills,  cooperation  and determination  to  overcome  problems. These values are not commonly covered by the discipline. But society demands not only knowledge, but also other skills necessary for the well development of professional activity. To encourage faculty members about student leadership, must seek  teaching  strategies  that  stimulate them, a difficult task in several disciplines in  Health  Science  areas.  In  this  article two models of theoretical and practical teaching are discussed in the scenario of the mandatory subject General Pathology (Veterinary degree): cooperative learning(based in the PBL system) and a workshopbased  also  in  PBL  system  and  using simulated situations where students are faced with a clinical case in real conditions, including  the  presence  of  a  client  / owner and market prices for the services. StuCastillo Rodríguez, C.; Abuelo Sebio, Á.; Hernández Bermúdez, J. (2015). La comunicación como competencia transversal a adquirir en el aprendizaje de Patología General Veterinaria. La experiencia de la Facultad de Veterinaria de Lugo. REDU. Revista de Docencia Universitaria. 13(3):131-154. https://doi.org/10.4995/redu.2015.5467OJS131154133Akaike, M., Fukutomi, M., Nagamune, M., Fujimoto, A., Tsuji, A., Ishida, K., Iwata, T. (2012). Simulation-based medical education in clinical-skills laboratory. The Journal of Medical Investigation, 59, 28-35. https://doi.org/10.2152/jmi.59.28ANECA (2005). Libro Blanco del Título de Grado en Veterinaria, Agencia Nacional de Evaluación de la Calidad y Acreditación Madrid, Espa-a.Brailovsky, C., Centeno, A. (2012). Algunas tendencias actuales en educación médica. REDU-Revista de Docencia Universitaria, 10(número especial dedicado a la Docencia en Ciencias de la Salud), 23-33.Caballero, K., Bolívar, C. (2015). El profesorado universitario como docente: hacia una identidad profesional que integre docencia e investigación. REDU-Revista de Docencia Universitaria, 13(1), 57-77Castillo, C. (2001). Proyecto Docente de Patología General y Propedéutica Clínica(Concurso de acceso a Profesor Titular de Universidad). Universidad de Santiago de Compostela, Espa-a.Durante, E. (2012). La ense-anza en el ambiente clínico: principios y métodos. REDU-Revista de Docencia Universitaria, 10(número especial dedicado a la Docencia en Ciencias de la Salud), 149-175.Gatti, R., Medder, S. (2002). La imagen del veterinario de peque-os. Disponible en: http://www.portalveterinaria.com/article125.html. [Acceso: 25 abril de 2014].Gormaz, C., Brailovsky, C. (2012). Desarrollo del Razonamiento Clínico en Medicina. REDU-Revista de Docencia Universitaria, 10(número especial dedicado a la Docencia en Ciencias de la Salud), 177-199.Johnson, D.W., Johnson, R.T. (1989). Cooperative learning: What special education teachers need to know. Pointer, 33(2), 5-10. https://doi.org/10.1080/05544246.1989.9945370Mayor, C. (2009). Nuevos retos para una Universidad en proceso de cambio: ¿Pueden ser los profesores (principiantes) los protagonistas? Profesorado. Revista de Currículum y Formación del Profesorado, 13(1), 61-77.Oriol-Bosch, A. (2010). El reto de Bolonia: la evaluación de las competencias. Educación Médica, 13(3), 123-125. https://doi.org/10.4321/S1575-18132010000300001Palés Argullós, J. (2012). El proceso de Bolonia, más allá de los cambios estructurales: Una visión desde la Educación Médica en Espa-a. REDU-Revista de Docencia Universitaria, 10(Número especial dedicado a la Docencia en Ciencias de la Salud), 35-53Prat-Corominas, J., Palés-Argullós, J., Nolla-Domenjó, M., Oriol-Bosch, A., Gual, A. (2010). Proceso de Bolonia (II): educación centrada en el que aprende. Educación Médica, 13(4), 197-203. https://doi.org/10.4321/S1575-18132010000400002Qayumi, K., Pachev, G., Zheng, B., Ziv, A., Koval, V., Badiei, S., Cheng, A. (2014). Status of simulation in health care education: an international survey. Advances in Medical Education and Practice, 5, 457-467. https://doi.org/10.2147/AMEP.S65451Rivas, L., Mesa, J. (2014). Servicio al cliente y pautas para el cálculo de honorarios médicos veterinarios. Disponible en: http://www.seleccionesveterinarias.com/es/articulos/gestion-veterinaria. [Acceso: 19 de mayo de 2015].Rong-Zheng, Y., Hong-Yu, Q., Jing, Z., Xue-Hong, W., Chuan, Z. (2015). Preliminary investigation into application of problem-based learning in the practical teaching of diagnostics. Advances in Medical Education and Practice, 6, 223-229.Rosen, KR. (2008) The history of medical simulation. Journal of Critical Care, 23, 157-166. https://doi.org/10.1016/j.jcrc.2007.12.004Sanz, P., de Benito, J.J., Arauzo, J.A. (2007). Métodos de aprendizaje cooperativo como complemento a la ense-anza de marketing en carreras de ingeniería. En: Ayala, J.C. (coord.) Conocimiento, innovación y emprendedores: Camino al futuro.Servicio de Publicaciones de la Universidad de La Rioja, Espa-a, 56-66.Skeff, K.M. (1988). Enhancing teaching effectiveness and vitality in the ambulatory setting. Journal of General Internal Medicine, 3, S26-S33. https://doi.org/10.1007/BF0260024

Effect of Parenteral Antioxidant Supplementation During the Dry Period on Postpartum Glucose Tolerance in Dairy Cows

Background Exacerbated postparturient insulin resistance (IR) has been associated with several pathologic conditions in dairy cattle. Oxidative stress (OS) plays a causative role in IR in humans, and an association, but not direct relationship, between OS and IR recently has been reported in transition dairy cattle. Hypothesis Supplementation with antioxidants shortly before calving improves glucose tolerance after parturition in dairy cattle. Animals Ten late-pregnant Holstein cows entering their 2nd to 5th lactation. Methods Randomized placebo-controlled trial: 15 ± 2 days before expected calving, the treatment group received an injection of DL-alpha-tocopheryl acetate at a dosage of 6 mg/kg body weight (BW) and 0.06 mg/kg BW of sodium selenite, and the control group was injected with isotonic saline. During the first week after calving, both groups underwent glucose tolerance testing (0.25 g glucose/kg BW). Commercial assays were used to quantify the concentrations of glucose, insulin, nonesterified fatty acids (NEFA), beta-hydroxybutyrate, and markers of redox status in blood. Data were analyzed using the Mann–Whitney U-test (α = 0.05). Results Supplemented cows showed a lower risk for OS, as reflected by a lower OS index (P = .036), different areas under the curve for the concentrations of glucose (P < .01), insulin (P = .043), and NEFA (P = .041), more rapid elimination rates (P = .080, <.01 and .047 respectively), and shorter half-lives (P = .040, <.01 and .032) of these metabolites. Conclusions and Clinical Importance Supplementation with antioxidants before calving resulted in greater insulin sensitivity after calving, thereby suggesting the role of OS in the development of IR in cattle and the potential benefits of antioxidant supplementation in minimizing the consequences of negative energy balanceFunded by British Society for Animal Science Spanish Ministry of Education. Grant Number: AP2010-0013S

Effect of colostrum redox balance on the oxidative status of calves during the first 3 months of life and the relationship with passive immune acquisition

New-born calves depend upon colostrum intake for the acquisition of immunoglobulins (Ig) and other beneficial substances. However, colostrum is also a source of reactive oxygen species (ROS). Intrinsic production of ROS also increases after birth, so the combination of colostral and intrinsic ROS could overwhelm the antioxidant capacity of the calf leading to oxidative stress (OS), a condition that has been shown to play a key role in the initiation and development of several pathological conditions. The aim of this observational study was to assess the effects of the redox balance of colostrum on the oxidative status of calves and on passive immune transfer. Serum samples were taken from 20 calves on their day of birth, every week during their first month of life and at 2 and 3months of age, and the concentrations of ROS and serum antioxidant capacity (SAC) assayed. The oxidative/anti-oxidative profile and IgG content of the colostrum were also assessed. The redox balance of the colostrum had a significant effect on both calf oxidative status and on passive immune transfer (as measured by calf serum IgG concentration), which indicates that the oxidative/antioxidative profile of colostrum should be measured when colostrum quality is assessed. The highest risk of OS during the study period was found to be when the calves were fed artificial milk replacer; this suggests that calves should be supplemented with antioxidants during this period in order to minimize any harmful consequences of high ROS generation.Xunta de Galicia (CN2012/327); Ministerio de Educación, Cultura y Deporte (Beca FPU AP2010-0013

Biochemical variables from Holstein-Friesian calves older than one week are comparable to those obtained from adult animals of stable metabolic status on the same farm

Age-related changes in blood variables have previously been reported for cattle. A few studies have investigated differences in biochemistry analytes over time using repeat measures. Objectives: The purpose of the study was to investigate the variation in select variables during the first 3 months of life of Holstein-Friesian calves using repeat sampling. Methods: Twenty healthy calves were sampled on the day of birth (0) and at 6, 13, 21, 30, 60 and 90 days of life. Analyzed variables included concentration of glucose, total protein, albumin, urea and creatinine, and activity of AST, GGT, CK. Reference intervals (RI) were obtained from 40 adult cows using specific computer software. The variation in each analyte throughout the study period and differences relative to the RI in adult cattle were assessed. Results: With the exception of glucose, the studied variables were affected by the calf’s age. However, for most of the analytes studied, the values obtained from calves from one week of age onwards remained within the RI determined in adult cattle. During the calves’ first week of life, some variables outside the RI of adult cattle were due to the changes associated with birth and colostrum intake. Conclusions: With the exception of AST and GGT activity, RI for standard biochemistry variables determined for adult cattle are likely to be valid for calves older than one week. However, special consideration is necessary for calves within their first week of life.Xunta de Galicia - 10MRU261004PR e CN2012/32