An evaluation of anatomy teaching in a clinically integrated veterinary curriculum

Anatomy is a traditional subject, and remains largely unchanged despite developments in higher education and advances in veterinary practice. The research for this thesis aimed to investigate the impact of practical anatomy teaching in a modern, clinically integrated veterinary curriculum. The context for the main body of research is cadaver-based practical teaching at the University of Nottingham’s School of Veterinary Medicine and Science (SVMS). The mixed method approach involved conducting five studies utilising questionnaires, focus groups and semi-structured interviews. In study one first- and second-year students were surveyed to assess their perceptions of cadaver-based teaching methods used in anatomy classes. Study 2 consisted of an extension of study 1 and the questionnaires were distributed to first- and second-year students studying at two other UK vet schools. Study three is a longitudinal study of SVMS students, and used questionnaires and focus groups to assess changes in students’ perceptions between pre-clinical and clinical years of the curriculum. Study four correlated perceptions of teaching with academic achievement using assessment data and questionnaires. Finally, study five assessed staff perceptions of anatomy teaching and the preparedness of SVMS students for their final year of teaching. Undergraduate students valued cadaver-based learning opportunities in all the teaching contexts investigated for this project. Practical classes were appreciated for providing opportunities to consolidate and apply knowledge. SVMS students particularly valued the classes for developing clinical skills alongside learning anatomy, and their appreciation of this continued into clinical years of teaching. No evidence was found to suggest a relationship between perceptions of teaching methods and academic performance. Although students performed well in anatomy assessment items, questions assessing anatomical knowledge largely tested recall rather than practical application of knowledge. Students’ struggles to apply knowledge to clinical cases was identified by some clinicians, although clinical teachers’ expectations of students varied. The place of anatomy within a modern veterinary curriculum is discussed. Recommendations for teaching practices are made with a view to fostering approaches to learning that are aligned with the intended outcomes of the undergraduate veterinary course

Do UK sheep farmers use orf vaccine correctly and could their vaccination strategy affect vaccine efficacy?

© British Veterinary Association 2019. No commercial re-use. See rights and permissions. Published by BMJ. Orf, a parapoxvirus, is a zoonosis causing a contagious pustular dermatitis, and has a high morbidity in sheep worldwide. Despite a vaccine being available, orf prevalence in England is estimated to be 2 per cent in ewes and 20 per cent in lambsa €a €. There is concern that farmers are not complying with the vaccination guidelines and therefore the objective of this study was to investigate if orf vaccine is used correctly on sheep farms in the UK and to identify barriers and motivators of sheep farmers to use the vaccine. The survey was completed by 570 respondents. The results show several areas of concern; only 27 per cent of respondents used the correct site (axilla), 37 per cent of respondents would use orf vaccine up to a week after opening a vial (shelf life is eight hours), 33 per cent of respondents would vaccinate their ewes too close to lambing and 73 per cent of respondents did not separate vaccinated and non-vaccinated animals (both leading to infection risk for non-vaccinated animals). When vaccinating, only 53 per cent of respondents were wearing gloves and 31 per cent washed their hands just before and immediately after vaccination. Results demonstrate that orf vaccination is not carried out correctly on all UK sheep farms, which is likely to affect vaccine efficacy. A concern around vaccine efficacy, the a € hassle' of the scratch administration, the a € risk of making it worse' and the zoonotic risk when vaccinating were the most common barriers for using orf vaccine, highlighting the importance of veterinary advice when prescribing orf vaccine

An evaluation of anatomy teaching in a clinically integrated veterinary curriculum

Anatomy is a traditional subject, and remains largely unchanged despite developments in higher education and advances in veterinary practice. The research for this thesis aimed to investigate the impact of practical anatomy teaching in a modern, clinically integrated veterinary curriculum. The context for the main body of research is cadaver-based practical teaching at the University of Nottingham’s School of Veterinary Medicine and Science (SVMS). The mixed method approach involved conducting five studies utilising questionnaires, focus groups and semi-structured interviews. In study one first- and second-year students were surveyed to assess their perceptions of cadaver-based teaching methods used in anatomy classes. Study 2 consisted of an extension of study 1 and the questionnaires were distributed to first- and second-year students studying at two other UK vet schools. Study three is a longitudinal study of SVMS students, and used questionnaires and focus groups to assess changes in students’ perceptions between pre-clinical and clinical years of the curriculum. Study four correlated perceptions of teaching with academic achievement using assessment data and questionnaires. Finally, study five assessed staff perceptions of anatomy teaching and the preparedness of SVMS students for their final year of teaching. Undergraduate students valued cadaver-based learning opportunities in all the teaching contexts investigated for this project. Practical classes were appreciated for providing opportunities to consolidate and apply knowledge. SVMS students particularly valued the classes for developing clinical skills alongside learning anatomy, and their appreciation of this continued into clinical years of teaching. No evidence was found to suggest a relationship between perceptions of teaching methods and academic performance. Although students performed well in anatomy assessment items, questions assessing anatomical knowledge largely tested recall rather than practical application of knowledge. Students’ struggles to apply knowledge to clinical cases was identified by some clinicians, although clinical teachers’ expectations of students varied. The place of anatomy within a modern veterinary curriculum is discussed. Recommendations for teaching practices are made with a view to fostering approaches to learning that are aligned with the intended outcomes of the undergraduate veterinary course