A client server model to facilitate creation of a medical image teaching library. (1/74)

A simple and convenient system for indexing and archiving medical images used in teaching was developed. The approach was to combine a smart client-side graphical user interface that controlled image size, file format, and keyword structure, and communicated with the hospital information system via hypertext mark-up language, to populate the interface with user selectable pull-down menus. The result is a system that is easily extensible beyond the radiology images for which it was originally designed. Only minor modifications of the client interface are required to adapt the program to accept any file format or image type.  (+info)

Quantitative concept mapping in pulmonary physiology: comparison of student and faculty knowledge structures. (2/74)

Quantitative concept mapping, in contrast with qualitative approaches, is rigorous scientifically and permits statistical analyses of data about concept learning. This study extends past quantitative research on the structure of student concept learning in pulmonary physiology. Pathfinder scaling is used to derive concept maps for medical and veterinary students and their physiology instructors at Northwestern University and the University of Wisconsin, respectively. The concept maps are evaluated for coherence (internal consistency), student-instructor similarity, and correlation of similarity with final examination scores. Results show that student and instructor concept maps are coherent and that student concept maps become increasingly similar to instructors' concept maps from pre- to postinstruction, but that student-instructor concept map similarity does not correlate with examination performance. Research outcomes are discussed concerning possible sources of variation in student and faculty knowledge structures.  (+info)

Evaluation of a computer-based approach to teaching acid/base physiology. (3/74)

Because acid/base physiology is a difficult subject for most medical and veterinary students, the first author designed a software program, Acid/Base Primer, that would help students with this topic. The Acid/Base Primer was designed and evaluated within a conceptual framework of basic educational principles. Seventy-five first-year veterinary students (of 81; 93% response rate) participated in this study. Students took both a pre- and posttest of content understanding. After completing the Acid/Base Primer in pairs, each student filled out a survey evaluating the features of the program and describing his/her use and experience of it. Four pairs of students participated in interviews that elaborated on the surveys. Scores improved from 53 +/- 2% on the pretest to 74 +/- 1% on an immediate posttest. On surveys and in interviews, students reported that the program helped them construct their own understanding of acid/base physiology and prompted discussions in pairs of students when individual understandings differed. The case-based format provided anchors and a high degree of relevance. Repetition of concepts helped students develop a more complex network of understanding. Questions in the program served to scaffold the learning process by providing direction, accentuating the relevant features of the cases, and provoking discussion. Guidelines for software development were generated on the basis of the findings and relevant educational literature.  (+info)

The Modular Resource Center: integrated units for the study of the anatomical sciences in a problem-based curriculum. (4/74)

The Modular Resource Center (MRC) at the College of Veterinary Medicine at Cornell University was created in 1993 as a way to provide visual resources in support of a newly implemented problem-based curriculum in which the anatomical sciences are taught primarily in the first tutorial-based course, The Animal Body. Over two dozen modules have been created specifically in support of this course, whereas additional modules have been created in support of other basic science courses. The basic unit of organization of the MRC is a module presented in a carrel that provides students a way to study, either alone or in groups, a given topic. The topic is presented through a script and an integrated set of anatomical materials including plastinated dissected specimens, vascular casts, skeletal preparations, models, radiographs, histological slides, and photo- and electron micrographs. The key feature of this resource center is that it is not a museum; rather it is more analogous to an interactive library, that can be used for reference, study, and review, not only by veterinary students but also by faculty, interns, residents, and undergraduates. A unique aspect is that all materials have been made by veterinary students working with faculty during the summer. Although started as a resource in support of a tutorial-based curriculum, the MRC has evolved over a decade into an anatomy resource that would be highly valued in any curricular format.  (+info)

Employer and new graduate satisfaction with new graduate performance in the workplace within the first year following convocation from the Ontario Veterinary College. (5/74)

Mailed questionnaires administered to employers of graduates and to graduates of the Ontario Veterinary College in 2000 and 2001, 7 to 10 months after convocation, surveyed new graduate performance in the workplace. Proficiency at 9 species-specific (in 4 practice contexts) and 7 nonspecies-specific clinical activities were rated as "high," "some," or "low." Fifteen nonvocation-specific attributes, reflecting interpersonal, communication, and business skills, and the new graduate's competence to do his/her job were rated as "very good," "good," or "poor." Ninety or more percent of employers reported "high" to "some" proficiency in 8/9, 5/9, 3/9, and 1/9 activities relative to small animal, food animal, equine, and exotic animal practice, respectively, and in 5/7 nonspecies-specific clinical activities. Ninety or more percent of employers assessed workplace proficiency as "very good" to "good" in 13/15 nonvocation-specific work skills and overall competence to do the job for which the new graduate had been hired.  (+info)

Experiential learning in the animal sciences: development of a multispecies large-animal management and production practicum. (6/74)

Students enrolled in an introductory animal science course (ASG 3003) at the University of Florida were surveyed (n = 788) over a 3-yr period to ascertain their current experience and career goals in animal agriculture. Sixty-one percent of the students indicated that they were from an urban background. Only 4% were raised on a farm or ranch where the majority of family income was attributed to production agriculture. Eighty-six percent of the students had minimal or no experience working with large domestic farm animals, but nearly 64% of the students wanted to pursue a career in veterinary medicine. Disciplinary and species interests of the students were highly associated with previous background experiences. Students from nonagricultural backgrounds, who were most likely to indicate a career interest involving veterinary medicine, were most interested (P < 0.05) in animal behavior, whereas the students of rural background were more interested (P < 0.05) in animal management. Thirty-three percent of students were primarily interested in small companion animals; 22% in horses; 20% in domestic farm animals, including beef, dairy, swine, or sheep; and 24% in undomesticated zoo animals or wildlife. The career goals indicated by most students necessitate practical application of animal husbandry skills that are often assumed as general knowledge. Thus, a multispecies large animal management and production practicum (ANS 3206) was developed to provide students with hands-on experience. It was an elective course, and students were encouraged to enroll for two consecutive semesters. Teams of students rotated responsibilities among four livestock species (beef, dairy, equine, and swine). Daily responsibilities at each of the units included feeding and monitoring growth of feedlot cattle and finishing swine, farrowing assistance and baby pig processing, and equine training and foaling assistance. Students were also involved with all facets of a working dairy. Additionally, students completed written assignments specific to their individual species responsibilities that included daily journals, worksheets, or calculation of performance measures. Weekly class meetings allowed for instruction and were used to manage the varied course activities. Using a 5-point scale (1 = poor, 5 = excellent), students indicated that the course further stimulated their interest (4.73) and facilitated their learning (4.63) of animal science concepts. Overall course evaluations ranged from 4.54 +/- 0.55 to 4.85 +/- 0.38 over a 4-yr period. As more students enter animal science programs with nonagricultural backgrounds, it will become necessary to reemphasize basic animal-handling skills and practical applications through experiential learning activities.  (+info)

Veterinary medicine books recommended for academic libraries. (7/74)

This bibliography of in-print veterinary medical books published in English may be used as an acquisitions or evaluation tool for developing the monograph component of new veterinary medicine collections or existing science, technology, and medicine collections where veterinary medicine is in the scope of the collection. The bibliography is divided into 34 categories and consists of bibliographic information for 419 titles. The appendix contains an author/editor index. Prices for all entries are in US dollars, except where another currency is noted. The total cost of all books in the bibliography is $43,602.13 (US).  (+info)

Standards for the academic veterinary medical library. (8/74)

The Standards Committee of the Veterinary Medical Libraries Section was appointed in May 2000 and charged to create standards for the ideal academic veterinary medical library, written from the perspective of veterinary medical librarians. The resulting Standards for the Academic Veterinary Medical Library were approved by members of the Veterinary Medical Libraries Section during MLA '03 in San Diego, California. The standards were approved by Section Council in April 2005 and received final approval from the Board of Directors of the Medical Library Association during MLA '04 in Washington, DC.  (+info)

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