La Iniciativa del Laboratorio de Habilidades Clínicas Veterinarias

[EN] Veterinary students need to develop competence in clinical skills in preparation for working in practice. Models and simulators are increasingly used to help supplement existing training and are often housed in a clinical skills laboratory. The laboratory provides a safe environment where students can practise repeatedly on models in order to develop proficiency. It is also an ideal venue to run practical classes and assessments, such as an objective structured clinical examination (OSCE).The veterinary clinical skills laboratory initiative is relatively new and recent growth and has been facilitated by several factors. There is much that can be learned from medical education and other health professions as their clinical skills laboratories have been running for many years. Additionally, there are several veterinary conferences that now include dedicated clinical skills sessions and have workshops where, for example, delegates can share tips about making models and discuss developing[ES] Los estudiantes de veterinaria necesitan desarrollar competencia en sus habilidades clínicas como preparación para el trabajo práctico.  Los  modelos  y  simuladores se utilizan cada vez más para ayudar a complementar  la  formación  práctica existente y, a menudo, se alojan en laboratorios de habilidades clínicas. Este tipo de laboratorio ofrece un ambiente seguro donde los estudiantes pueden practicar  varias  veces  en  los  modelos con el fin de desarrollar el dominio de las  habilidades.  También  es  un  lugar ideal para realizar clases y evaluaciones prácticas, tales como los exámenes clínicos estructurados  por  objetivos  (OSCE).  La iniciativa del laboratorio de habilidades clínicas  veterinarias  es  relativamente nueva y de crecimiento reciente, lo que ha sido facilitado por varios factores. Es mucho lo que se puede aprender de la educación médica y de otras profesiones de la salud, ya que sus laboratorios de habilidades clínicas llevan ya funcionando muchos  años.  Además,The booklet ‘A Guide to Veterinary Clinical Skills Laboratories’ was supported by a grant from the UK Higher Education Academy.Baillie, S.; Crowther, E.; Dilly, M. (2015). The Veterinary Clinical Skills Laboratory Initiative. REDU. 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Clinical skills of veterinary students - a cross-sectional study of the self-concept and exposure to skills training in Hannover, Germany

Background: Students of veterinary medicine should achieve basic professional competences required to practise their profession. A main focus of veterinary education is on developing clinical skills. The present study used the guidelines of the "Day-One Skills" list of European Association of Establishments for Veterinary Education (EAEVE) to create an online questionnaire for assessing the skills acquired by students at the University of Veterinary Medicine Hannover (TiHo). The theoretical and practical veterinary knowledge levels of the students and postgraduates are determined and compared. Results: In two batches, 607 people responded (response batch 1, 23.78%; response batch 2, 23.83%). From 49 defined skills, 28 are actually practised during training at the university and 21 activities are known only theoretically. Furthermore, the students showed great willingness to use simulators and models in a clinical skills lab. Conclusions: The results of this survey highlight that the opening of a clinical skills lab at the University of Veterinary Medicine Hannover and its incorporation into the study programme are ideal tools to promote practical competences and foster the motivation to learn

Integration and potential of teaching communication skills in the study of veterinary medicine in Germany

Goal: Presentation of the current range of courses regarding communication at the five German educational institutions for veterinary medicine. In addition to learning objectives and individual solutions, possible potential for future developments are presented. Methods: Interviews with communication educators at the five German education institutions and subsequent synopsis. Results: To date, there are no binding education guidelines regarding communication in veterinary medicine. Nevertheless, communication education has been introduced at all five education institutions, albeit depth and formats vary considerably. The learning objectives are largely consistent and based on the recommendations for day-one-skills made by the European Association of Establishments for Veterinary Education. Communication is not recognized as a fully-fledged subject in the curricula of any of the education institutions. All education institutions clearly fall short of teaching the recommended 150 lecture hours. Conclusion: To ensure communication skills in veterinary medicine graduates, binding education guidelines should be agreed upon. Communication education should be integrated into all veterinary curricula as a fully-fledged subject with longitudinally increasing depth

Stressed out or subjective acquisition of competence – how do veterinary students see their curative work placement?

Veterinary studies in Germany are regulated by the Veterinary Certification Act (TAppV). The practical part of the education consists of 1,170 hours, whereby up to 850 hours can be spent on the curative work placement. A curative work placement can result in physical and psychological stress in the sense of a professional overload. It is the aim of this study to find out in what areas and to what extent competence is acquired and psychological stress exists in students during their work placement. Veterinary students (n=142) from all German education institutes participated in a voluntary online-study based on Burnout Screening Scales (BOSS) as well as a questionnaire regarding the acquisition of competence and excessive stress during the work placement (FKÜP). The distribution of values for work placement related stress show that such work placement related stress is generally slightly increased (T=60) and lies above that of occupational stresses within the normal population. Work placement related physical complaints also show a significant slight increase (T=61). A value (T=42) within the normal range was determined for the resource values. Few of the students questioned considered themselves to be excessively stressed in favour of a high subjective acquisition of competences. The largest increase regarding the acquisition of competence was noted for the areas of animal handling/restraint and application and injection techniques. In the sense of a perceived excessive demand regarding practical capabilities the areas of emergency management, surgery and medication dispensation were mentioned. With regard to the load structure and the acquisition of competence by veterinary students during their work placement, more support of the individual and a balancing of teaching/learning goals would be desirable and represents a promising approach