Veterinary student responses to learning activities that enhance confidence and ability in pig handling

This study examined the use of resource-based learning, consideration of potential troublesome concepts, and knowledge and student evaluation as a method of improving learning outcomes in pig-handling skills for first-year Bachelor of veterinary science students. Learning resources consisted of information and videos provided online, instructors, and animals. Difficulties with regional anatomy, venipuncture technique, fear of pigs, knowledge of their behavior, anesthesia, and dosage calculations were anticipated and steps were taken to minimize these difficulties. Nevertheless, observation and feedback from students indicated that the use of syringes and needles and dosage calculation appeared to be problematic for students. The confidence of students in handling pigs was increased following participation in the class (mean confidence score ± standard error before and after the class = 4.2 ± 0.3 vs. 7.4 ± 0.4, respectively; p < 0.001). Variation in student access to some online resources, and the perceived value of some learning resources and activities, reduced the learning value of some resources and activities. Steps to promote greater student engagement with some of the learning resources and activities may improve learning outcomes in the future. Systematic evaluation of teaching and learning helped illuminate the effectiveness of teaching and identified deficiencies in teaching methods. Consideration of troublesome concepts and knowledge was of value when designing learning activities, selecting learning resources, and suggesting revisions to learning activities

Modern Veterinary Graduates Are Outstanding, But Can They Get Better?

Despite periodic debate Implying that modern veterinary graduates are less competent than their predecessors, analysis of educational Inputs and learning outcomes suggests that they continue to qualify with an excellent knowledge and skill set. However, Increased public expectations of veterinarians have led to the need for better-designed, more Integrated curricula with Increased attention to communication and other professional skills and to elements of individual specialization. The need for revision of curricular content will continue. A more overriding reason for reducing content, however, Is the effect this has on students' learning. Content overload in all disciplines leads to a superficial acquisition of facts, which overwhelms any drive toward understanding and extracting meaning. Unfortunately, many modern assessment methods permit replication to masquerade as problem solving, leading to short-term gains In grades at the cost of the development of Information sourcing and application and other lifelong learning skills. All involved in education must be clear that our task is to develop the independent professional person. Such a person is much more than the possessor of a collection of facts and a set of individual competences. To facilitate the development of this overall capability, educators must pay as much attention to students' engagement in the learning process, and to how they understand and make meaning of our discipline, as to the specific scientific and species content of their school's Individual degree programs