WorldWideScience

Sample records for veterinary continuing education

  1. Continuing Veterinary Medical Education: Responsibilities, Support and Rewards

    Science.gov (United States)

    Gage, E. Dean; And Others

    1978-01-01

    The Advanced Studies Committee of the Association of American Veterinary Medical Colleges addresses these questions: What are the responsibilities of the school of veterinary science department in continuing education? How should continuing education be funded? What are the appropriate mechanisms for recognizing or rewarding faculty participation…

  2. Distance learning in veterinary medicine: enhancing interactivity in continuing education.

    Science.gov (United States)

    Ferguser, D C; Pion, P D

    1996-05-01

    Technological advances have made distance veterinary continuing education a reality. Distance interactive continuing education programs using computer and modern are currently being offered via Veterinary Information Network (VIN) on the America Online (AOL) computer network and the Network of Animal Health (NOAH) on CompuServe. Using over 500 hours of course experience on VIN as an example, this article describes the technology involved in delivering online instruction including electronic mail, asynchronous bulletin board interactions, electronic library files, and realtime interactive discussions. These formats take advantage of the standard features of the network AOL are mixed with links to Worldwide Web sites, print and electronic publications, and even coordinated with "offline" meetings. The paradigm of learning is somewhat different than traditional "offline" or "onsite" meetings in that learning takes place over a period of 2 to 20 weeks, allowing the participating veterinarian to interact with instructors while applying the information in practice. Continual learning is encouraged as participants are allowed to participate in a course offered in sequential years. The successful online instructors tend to take advantage of electronic communications to encourage instructor-participant and participant-participant interactivity. The majority of course participants seek an additional challenge or greater interactivity in their continuing education experience; however, some veterinarians seek distance continuing education for practical reasons, including the ability to pursue additional education without leaving a solo practice, temporary or permanent physical disabilities, family considerations, or military service. Distance learning is a viable educational format, the role for which will evolve as technology and the base of experience with it expands.

  3. Veterinary education as leader: which alternatives?

    Science.gov (United States)

    Waldau, Paul

    2007-01-01

    This article suggests that veterinary medicine has a leadership role to play in our society on ethical matters involving non-human animals. The article contrasts two trends within veterinary medicine; the first trend is a continuation of the avowedly utilitarian attitude toward non-humans that has its roots in Western veterinary medicine's eighteenth-century origins, and the second is the implicit view in veterinary practice that animals matter in and of themselves. Using the idea of alternatives in research and teaching, the article suggests that, in the years to come, veterinary medicine's answers to the relationships of these two trends will shape not only the soul of veterinary medicine, veterinary education, and the veterinary profession but, just as importantly, the larger society and culture themselves. This text is based on the keynote address delivered at the AAVMC Education Symposium in Washington, DC, on March 9, 2006, under the title "Ethical Issues Impacting Animal Use in Veterinary Medical Teaching."

  4. Dental Education in Veterinary Medicine

    Directory of Open Access Journals (Sweden)

    Diana L. Eubanks

    2011-02-01

    Full Text Available Periodontal disease is among the most prevalent canine dis-eases affecting over 75% of dogs. Strengthening of the human-animal bond and the increasing education of the aver-age pet owner, have fostered a heightened awareness of periodontal care in dogs and cats. Industry support has further assisted the small animal veterinarian in providing quality dental treatments and prevention. As recently as the 1990’s, veterinary curriculums contained little or no dental training. That trend is changing as nearly every one of the 28 US Colleges of Veterinary Medicine offers some level of small animal dentistry during the four-year curriculum. Primary areas of focus are on client education, the treatment of periodontal disease, dental prophylaxis, dental radiology, endodontics, exodontics and pain control. Students receive instruction in dental anatomy during their di-dactic curriculum and later experience clinical cases. Graduate DVMs can attend a variety of continuing education courses and even choose to specialize in veterinary dentistry in both small animals and horses. Through the efforts of organizations such as the American Veterinary Dental So-ciety, The American Veterinary Dental College and The Academy of Veterinary Dentistry, many veterinarians have been able to advance their skills in dentistry and improve animal welfare. Increasing ex-pectations of the pet-owning public coupled with the recent advancements of training opportunities available for vete-rinary students, graduate DVMs and certified veterinary technicians make veterinary dentistry an emerging practice-builder among the most successful small animal hospitals.

  5. Improving Dairy Organizational Communication from the Veterinarian's Perspective: Results of a Continuing Veterinary Medical Education Pilot Program.

    Science.gov (United States)

    Moore, Dale A; Sischo, William M; Kurtz, Suzanne; Siler, Julie D; Pereira, Richard V; Warnick, Lorin D; Davis, Margaret A

    2016-01-01

    The increasing size and complexity of US dairy farms could make it more difficult for a veterinary practitioner to effectively communicate protocol recommendations for prevention or treatment on the farm. A continuing education workshop was set up based on the results of research on dairy organizational communication on dairy farms, which resulted in a tool to assess dairy communication structure and flow. The workshop specifically focused on communication structure and whom to talk to when implementing health care changes in calf rearing. In addition, modern methods of veterinary-client communication knowledge and skills were provided. Primary outcomes of the workshops were to obtain feedback from participants about research findings and the communication model, to improve awareness about the complexity of communication structures on dairy farms, and to change participants' knowledge and skills associated with on-farm communication by providing communication theory and skills and an approach to evaluate and improve dairy organizational communication. Of the 37 participants completing the pre-program assessment, most recognized a need for themselves or their practice to improve communication with clients and farm employees. After the program, most participants were confident in their new communication skills and would consider using them. They highlighted specific new ideas they could apply in practice, such as conducting a "communication audit." The results from the assessment of this communication workshop, focused on dairy veterinarians, highlighted the need for communication training in this sector of the profession and practitioners' desire to engage in this type of training.

  6. Towards a humane veterinary education.

    Science.gov (United States)

    Martinsen, Siri; Jukes, Nick

    2005-01-01

    There is a vast array of learning tools and approaches to veterinary education, many tried and true, many innovative and with potential. Such new methods have come about partly from an increasing demand from both students and teachers to avoid methods of teaching and training that harm animals. The aim is to create the best quality education, ideally supported by validation of the efficacy of particular educational tools and approaches, while ensuring that animals are not used harmfully and that respect for animal life is engendered within the student. In this paper, we review tools and approaches that can be used in the teaching of veterinary students, tools and approaches that ensure the dignity and humane treatment of animals that all teachers and students must observe as the very ethos of the veterinary profession that they serve. Veterinary education has not always met, and still often does not meet, this essential criterion.

  7. Veterinary medical education and veterinary involvement in aquatic-animal health and aquaculture in Mexico.

    Science.gov (United States)

    Ortega S, César

    2012-01-01

    This article analyzes curriculum offerings related to aquaculture and/or aquatic-animal health taught in veterinary medical schools or colleges in Mexico. The information database of the Mexican Association of Schools and Colleges of Veterinary Medicine and the Web sites of veterinary institutions indicate that 60% of veterinary colleges include courses related to aquaculture in their curriculum, but most of these are optional courses. There are few specialized continuing education programs or graduate level courses. There is also a lack of veterinary participation, in both public and private sectors, in aquatic-animal health. It is evident that there should be a greater involvement by the veterinary profession in Mexico's aquaculture to ensure food production in a safe and sustainable manner; to achieve this, veterinary medical institutions must include more aquaculture and aquatic-animal health courses in their curricula.

  8. Establishing veterinary education in North America.

    Science.gov (United States)

    Jones, Bruce Vivash

    2013-01-12

    The American Veterinary Medical Association is marking its 150th anniversary in 2013, celebrating '150 years of education, science and service'. As Bruce Vivash Jones explains, veterinary surgeons from the UK played a key role in establishing a system of veterinary education in North America.

  9. Dental Education in Veterinary Medicine

    OpenAIRE

    Diana L. Eubanks

    2011-01-01

    Periodontal disease is among the most prevalent canine dis-eases affecting over 75% of dogs. Strengthening of the human-animal bond and the increasing education of the aver-age pet owner, have fostered a heightened awareness of periodontal care in dogs and cats. Industry support has further assisted the small animal veterinarian in providing quality dental treatments and prevention. As recently as the 1990’s, veterinary curriculums contained little or no dental training. That trend is changin...

  10. Food-supply veterinary medicine and veterinary medical education: an Australian perspective.

    Science.gov (United States)

    Rose, Reuben

    2006-01-01

    Food-supply veterinary medicine has been an essential part of veterinary degree programs in Australia since the first veterinary school opened in the late nineteenth century. Australian veterinary schools, like others internationally, are being challenged by the relevance of material in current curricula for modern food-supply veterinary medicine. Additionally, student aspirations are a major issue, as curriculum designers balance companion-animal training with the herd/flock-based issues that focus on productivity and profitability. One of the challenges is to examine the relative balance of education in generic skills (self-knowledge, change management, teamwork, leadership, negotiation) with more technically or scientifically based education. An ongoing process of curriculum review and renewal, which involves input from both external and internal stakeholders and allows regular review and assessment, is needed to ensure continuing curriculum relevance.

  11. What is the veterinary professional identity? Preliminary findings from web-based continuing professional development in veterinary professionalism.

    Science.gov (United States)

    Armitage-Chan, E; Maddison, J; May, S A

    2016-03-26

    Professionalism and professional skills are increasingly being incorporated into veterinary curricula; however, lack of clarity in defining veterinary professionalism presents a potential challenge for directing course outcomes that are of benefit to the veterinary professional. An online continuing education course in veterinary professionalism was designed to address a deficit in postgraduate support in this area; as part of this course, delegates of varying practice backgrounds participated in online discussions reflecting on the implications of professional skills for their clinical practice. The discussions surrounding the role of the veterinary professional and reflecting on strengths and weaknesses in professional skills were analysed using narrative methodology, which provided an understanding of the defining skills and attributes of the veterinary professional, from the perspectives of those involved (i.e. how vets understood their own career identity). The veterinary surgeon was understood to be an interprofessional team member, who makes clinical decisions in the face of competing stakeholder needs and works in a complex environment comprising multiple and diverse challenges (stress, high emotions, financial issues, work-life balance). It was identified that strategies for accepting fallibility, and those necessary for establishing reasonable expectations of professional behaviour and clinical ability, are poorly developed. British Veterinary Association.

  12. Opinions of Veterinary Medical Educators Towards the Problems and Needs of Veterinary Medical Education

    Science.gov (United States)

    Sisk, Dudley B.; And Others

    1976-01-01

    Members of the American Association of Veterinary Medical Colleges-Council of Educators were surveyed in an attempt to measure their opinions and feelings towards veterinary medical education. Their opinions on such topics as relationships between students, faculty, the curriculum, and the identity of veterinary medicine are reported. (LBH)

  13. Making the most of a veterinary education.

    Science.gov (United States)

    Hiestand, Karen

    2016-01-09

    Karen Hiestand grew up in New Zealand where the family business was dairy farming. Her desire to be a vet was fixed at the age of seven, but, after qualifying, the reality of practice wasn't quite what she expected. Having made the decision to move out of practice, she found that there are many other ways to use a veterinary education.

  14. Integrative veterinary medical education and consensus guidelines ...

    African Journals Online (AJOL)

    ... and incorporate evidence-based medicine in clinical practice with all therapies, including those presently regarded as integrative, complementary, or alternative. Keywords: Complementary and alternative veterinary medicine, Integrative veterinary course, Integrative veterinary curriculum, Integrative veterinary medicine, ...

  15. Entrepreneurship Education and Veterinary Medicine: Enhancing Employable Skills

    Science.gov (United States)

    Henry, Colette; Treanor, Lorna

    2010-01-01

    Purpose: This paper has the purpose of exploring the potential for entrepreneurship education within veterinary medicine. It aims to examine some of the key themes in the entrepreneurship education literature, discuss the make-up of the UK veterinary sector, consider veterinary curricula requirements and illustrate how entrepreneurship education…

  16. Reflections on the future of veterinary medical education.

    Science.gov (United States)

    Prasse, Keith W

    2009-01-01

    Dr. Keith Prasse is a very distinguished leader in veterinary education. He started his career achieving his BS and DVM degrees from Iowa State University (ISU). He returned to ISU after a brief period in private practice in Illinois. His well-recognized career in veterinary pathology began with his MS and PhD degrees, followed by a five-year period of teaching at ISU. Dr. Prasse joined the faculty of the University of Georgia in 1972, and thus began a long-term partnership with Dr. Bob Duncan that is arguably the foundation of veterinary clinical pathology. The textbook they authored, Veterinary Laboratory Medicine: Clinical Pathology, or "Duncan and Prasse" as it is known, remains the standard today, with later participation from Dr. Ed Mahaffey and most recently Dr. Ken Latimer. Dr. Prasse has mentored numerous graduate students and received many awards over his 23-year career in teaching, including the Norden Distinguished Teaching award twice, once at ISU and once at Georgia. His leadership as President of the American College of Veterinary Pathologists was greatly acknowledged and appreciated. Dr. Prasse's administrative service at the University of Georgia spanned 14 years, first as Associate Dean for Public Service and Outreach and later as Dean for eight years, during which time he served as President of the Association of American Veterinary Medical Colleges (AAVMC). The growth of the College of Veterinary Medicine under Dean Prasse's visionary leadership was extraordinary. He led through difficult economic and political times, yet the college and its community continued to prosper. His legacy at the University of Georgia is indelible and perpetual. His outstanding leadership of the college was recognized by the Georgia Veterinary Medical Association in 2004, when he was given the Georgia Veterinarian of the Year award. Since his retirement from Georgia, Dr. Prasse has contributed greatly to the profession and to the AAVMC by leading the Foresight project

  17. 150th anniversary of veterinary education and the veterinary profession in North America.

    Science.gov (United States)

    Smith, Donald F

    2010-01-01

    This article is the first in a series of three to be published in the Journal of Veterinary Medical Education (JVME). These articles are abridged versions of six lectures that make up an elective course on the history of the veterinary profession in North America offered at Cornell University's College of Veterinary Medicine in spring 2010. The course was based in large part on an oral history collection titled "An Enduring Veterinary Legacy"(1) that captures interesting and relevant veterinary stories. The course was designed to increase awareness of the history of veterinary medicine as we approach the sesquicentennial of the American Veterinary Medical Association (AVMA) in 2013 and as we join with our international colleagues in marking the 250th anniversary of the establishment of the world's first veterinary college in Lyon, France, in 2011.(2) The overarching goal of this course and the articles is to record and also to share first-person stories that describe the development of veterinary education and the veterinary profession in North America from the mid-1860s to the present. In the process, it is hoped that this history will encourage respect, love, and admiration for the veterinary profession and an appreciation of veterinary medicine as a versatile profession. The articles are somewhat Cornell-centric because the lectures on which they are based were presented to Cornell students at their home institution. However, it is hoped that the events are representative of the broader American experience. For educators interested in the course itself, a brief synopsis and a summary of student evaluations for the first year of presentation is appended here and in subsequent articles in this series.

  18. The effectiveness of humane teaching methods in veterinary education

    National Research Council Canada - National Science Library

    Knight, Andrew

    2007-01-01

    Animal use resulting in harm or death has historically played an integral role in veterinary education, in disciplines such as surgery, physiology, biochemistry, anatomy, pharmacology, and parasitology...

  19. Fifty Years of Evolving Partnerships in Veterinary Medical Education.

    Science.gov (United States)

    Kochevar, Deborah T

    2015-01-01

    The Association of American Veterinary Medical College's (AAVMC's) role in the progression of academic veterinary medical education has been about building successful partnerships in the US and internationally. Membership in the association has evolved over the past 50 years, as have traditions of collaboration that strengthen veterinary medical education and the association. The AAVMC has become a source of information and a place for debate on educational trends, innovative pedagogy, and the value of a diverse learning environment. The AAVMC's relationship with the American Veterinary Medical Association Council on Education (AVMA COE), the accreditor of veterinary medical education recognized by the United Sates Department of Education (DOE), is highlighted here because of the key role that AAVMC members have played in the evolution of veterinary accreditation. The AAVMC has also been a partner in the expansion of veterinary medical education to include global health and One Health and in the engagement of international partners around shared educational opportunities and challenges. Recently, the association has reinforced its desire to be a truly international organization rather than an American organization with international members. To that end, strategic AAVMC initiatives aim to expand and connect the global community of veterinary educators to the benefit of students and the profession around the world. Tables in this article are intended to provide historical context, chronology, and an accessible way to view highlights.

  20. Educational programme on radiation protection for veterinary medicine specialists

    Energy Technology Data Exchange (ETDEWEB)

    Djuric, G.; Popovic, D. [School of Veterinary Medicine, Dept. of Radiology and Radiation Hygiene and Dept. of Physics, Belgrade (Yugoslavia)

    1992-07-01

    The education of radiation protection for veterinary medicine specialists on the University of Belgrade is integrated both in regular graduate studies and in postgraduate studies. Within the graduate studies, students attend courses in physics and biophysics and in radiation hygiene. During postgraduate or specialistic veterinary medicine studies, veterinary medicine specialists expand their knowledge in radiation protection through a number of courses on radiation biophysics, radioecology, nuclear instrumentation and environmental protection. (author)

  1. Developing and Fostering a Dynamic Program for Training in Veterinary Pathology and Clinical Pathology: Veterinary Students to Post-graduate Education

    Science.gov (United States)

    Lairmore, Michael D.; Oglesbee, Michael; Weisbrode, Steve E.; Wellman, Maxey; Rosol, Thomas; Stromberg, Paul

    2011-01-01

    Recent reports project a deficiency of veterinary pathologists, indicating a need to train highly qualified veterinary pathologists, particularly in academic veterinary medicine. The need to provide high-quality research training for veterinary pathologists has been recognized by the veterinary pathology training program of the Ohio State University (OSU) since its inception. The OSU program incorporates elements of both residency training and graduate education into a unified program. This review illustrates the components and structure of the training program and reflects on future challenges in training veterinary pathologists. Key elements of the OSU program include an experienced faculty, dedicated staff, and high-quality students who have a sense of common mission. The program is supported through cultural and infrastructure support. Financial compensation, limited research funding, and attractive work environments, including work–life balance, will undoubtedly continue to be forces in the marketplace for veterinary pathologists. To remain competitive and to expand the ability to train veterinary pathologists with research skills, programs must support strong faculty members, provide appropriate infrastructure support, and seek active partnerships with private industry to expand program opportunities. Shortages of trained faculty may be partially resolved by regional cooperation to share faculty expertise or through the use of communications technology to bridge distances between programs. To foster continued interest in academic careers, training programs will need to continue to evolve and respond to trainees' needs while maintaining strong allegiances to high-quality pathology training. Work–life balance, collegial environments that foster a culture of respect for veterinary pathology, and continued efforts to reach out to veterinary students to provide opportunities to learn about the diverse careers offered in veterinary pathology will pay long

  2. Integrative veterinary medical education and consensus guidelines for an integrative veterinary medicine curriculum within veterinary colleges.

    Science.gov (United States)

    Memon, M A; Shmalberg, J; Adair, H S; Allweiler, S; Bryan, J N; Cantwell, S; Carr, E; Chrisman, C; Egger, C M; Greene, S; Haussler, K K; Hershey, B; Holyoak, G R; Johnson, M; Jeune, S Le; Looney, A; McConnico, R S; Medina, C; Morton, A J; Munsterman, A; Nie, G J; Park, N; Parsons-Doherty, M; Perdrizet, J A; Peyton, J L; Raditic, D; Ramirez, H P; Saik, J; Robertson, S; Sleeper, M; Dyke, J Van; Wakshlag, J

    2016-01-01

    Integrative veterinary medicine (IVM) describes the combination of complementary and alternative therapies with conventional care and is guided by the best available evidence. Veterinarians frequently encounter questions about complementary and alternative veterinary medicine (CAVM) in practice, and the general public has demonstrated increased interest in these areas for both human and animal health. Consequently, veterinary students should receive adequate exposure to the principles, theories, and current knowledge supporting or refuting such techniques. A proposed curriculum guideline would broadly introduce students to the objective evaluation of new veterinary treatments while increasing their preparation for responding to questions about IVM in clinical practice. Such a course should be evidence-based, unbiased, and unaffiliated with any particular CAVM advocacy or training group. All IVM courses require routine updating as new information becomes available. Controversies regarding IVM and CAVM must be addressed within the course and throughout the entire curriculum. Instructional honesty regarding the uncertainties in this emerging field is critical. Increased training of future veterinary professionals in IVM may produce an openness to new ideas that characterizes the scientific method and a willingness to pursue and incorporate evidence-based medicine in clinical practice with all therapies, including those presently regarded as integrative, complementary, or alternative.

  3. Integrative veterinary medical education and consensus guidelines for an integrative veterinary medicine curriculum within veterinary colleges

    Science.gov (United States)

    Memon, M.A.; Shmalberg, J.; Adair, H.S.; Allweiler, S.; Bryan, J.N.; Cantwell, S.; Carr, E.; Chrisman, C.; Egger, C.M.; Greene, S.; Haussler, K.K.; Hershey, B.; Holyoak, G.R.; Johnson, M.; Jeune, S. Le; Looney, A.; McConnico, R.S.; Medina, C.; Morton, A.J.; Munsterman, A.; Nie, G.J.; Park, N.; Parsons-Doherty, M.; Perdrizet, J.A.; Peyton, J.L.; Raditic, D.; Ramirez, H.P.; Saik, J.; Robertson, S.; Sleeper, M.; Dyke, J. Van; Wakshlag, J.

    2016-01-01

    Integrative veterinary medicine (IVM) describes the combination of complementary and alternative therapies with conventional care and is guided by the best available evidence. Veterinarians frequently encounter questions about complementary and alternative veterinary medicine (CAVM) in practice, and the general public has demonstrated increased interest in these areas for both human and animal health. Consequently, veterinary students should receive adequate exposure to the principles, theories, and current knowledge supporting or refuting such techniques. A proposed curriculum guideline would broadly introduce students to the objective evaluation of new veterinary treatments while increasing their preparation for responding to questions about IVM in clinical practice. Such a course should be evidence-based, unbiased, and unaffiliated with any particular CAVM advocacy or training group. All IVM courses require routine updating as new information becomes available. Controversies regarding IVM and CAVM must be addressed within the course and throughout the entire curriculum. Instructional honesty regarding the uncertainties in this emerging field is critical. Increased training of future veterinary professionals in IVM may produce an openness to new ideas that characterizes the scientific method and a willingness to pursue and incorporate evidence-based medicine in clinical practice with all therapies, including those presently regarded as integrative, complementary, or alternative. PMID:27200270

  4. Educational approaches aimed at preparing students for professional veterinary practice

    NARCIS (Netherlands)

    Jaarsma, A. D. C.; Dolmans, D. H. J. M.; Scherpbier, A. J. J. A.; van Beukelen, P.

    Changes in society and dissatisfaction with current educational practices have led to changes in undergraduate veterinary curricula. New approaches that are thought to better prepare students for future professional veterinary practice are being introduced. One such change is a transition from

  5. Veterinary Pharmaceutics: An Opportunity for Interprofessional Education in New Zealand?

    Science.gov (United States)

    McDowell, Arlene; Beard, Rebekah; Brightmore, Anna; Lu, Lisa W; McKay, Amelia; Mistry, Maadhuri; Owen, Kate; Swan, Emma; Young, Jessica

    2017-07-26

    Globally pharmacists are becoming increasingly involved in veterinary medicine; however, little is known about the level of interest for pharmacists playing a larger role in animal treatment in New Zealand. A key stakeholder in any progression of pharmacists becoming more involved in the practice of veterinary pharmacy is the veterinary profession. The aim of this study was to investigate views of veterinarians and veterinary students on the role of pharmacists supporting veterinarians with advice on animal medicines. Open interviews were conducted with veterinarians in Dunedin, New Zealand. Veterinary students at Massey University completed an online survey. Most veterinarians do not have regular communication with pharmacists regarding animal care, but believe it may be beneficial. In order to support veterinarians, pharmacists would need further education in veterinary medicine. Veterinary students believe there is opportunity for collaboration between professions provided that pharmacists have a better working knowledge of animal treatment. Most of the veterinary students surveyed perceive a gap in their knowledge concerning animal medicines, specifically pharmacology and compounding. While there is support for pharmacists contributing to veterinary medicine, particularly in the area of pharmaceutics, this is currently limited in New Zealand due to a lack of specialized education opportunities.

  6. Examining why ethics is taught to veterinary students: a qualitative study of veterinary educators' perspectives.

    Science.gov (United States)

    Magalhães-Sant'Ana, Manuel; Lassen, Jesper; Millar, Kate M; Sandøe, Peter; Olsson, I Anna S

    2014-01-01

    Although it is widely agreed that veterinary students need to be introduced to ethics, there is limited empirical research investigating the reasons why veterinary ethics is being taught. This study presents the first extensive investigation into the reasons for teaching veterinary ethics and reports data collected in semi-structured interviews with educators involved in teaching undergraduate veterinary ethics at three European schools: the University of Copenhagen, the University of Nottingham, and the Technical University of Lisbon (curricular year 2010-2011). The content of the interview transcripts were analyzed using Toulmin's argumentative model. Ten objectives in teaching veterinary ethics were identified, which can be grouped into four overarching themes: ethical awareness, ethical knowledge, ethical skills, and individual and professional qualities. These objectives include recognizing values and ethical viewpoints, identifying norms and regulations, developing skills of communication and decision making, and contributing to a professional identity. Whereas many of the objectives complement each other, there is tension between the view that ethics teaching should promote knowledge of professional rules and the view that ethics teaching should emphasize critical reasoning skills. The wide range of objectives and the possible tensions between them highlight the challenges faced by educators as they attempt to prioritize among these goals of ethics teaching within a crowded veterinary curriculum.

  7. Outcomes Assessment in Veterinary Medical Education.

    Science.gov (United States)

    Black, Leslie S.; Turnwald, Grant H.; Meldrum, James B.

    2002-01-01

    Describes the Virginia-Maryland Regional College of Veterinary Medicine's use of outcomes assessment (OA) as part of the accreditation review process for the American Veterinary Medical Association. Discusses its nine OA survey instruments and use of resulting data during accreditation. (EV)

  8. The history of the veterinary profession and education in Indonesia.

    Science.gov (United States)

    Priosoeryanto, Bambang Pontjo; Arifiantini, Iis

    2014-01-01

    The beginning of the veterinary profession in Indonesia dates back to the middle of the 19th century. During the Dutch colonization period a development program for large ruminants was started by the 'Nederlandsch-Indië' government. In 1907 this government established a veterinary laboratory, planned by Dr. J.K.F. de Does. The laboratory was then merged with a veterinary training course for Indonesian (bumiputera) 'veterinarians' named 'Cursus tot Opleiding van Inlandsche Veeartsen'. In 1910 the name of the training course was changed to 'Inlandsche Veeartsenschool', and in 1914 the school was named 'Nederlandsch-Indische Veeartsenijschool' (NIVS). During the Japanese occupation (1942-1945) the veterinary school was named 'Bogor Semon Zui Gakko'. After the declaration of independence by Indonesia in August 1945, it became the High School of Veterinary Education. In 1946 the curriculum was extended from 4 to 5 years. Thereafter the school was closed and re-opened a few times due to the changing political circumstances. In 1947 the first Faculty of Veterinary Medicine ('Diergeneeskundige Faculteit') of the University of Indonesia was established in the former building of NIVS at Taman Kencana Campus in Bogor. Between 1948 and 1963, four more veterinary faculties were established in Indonesia: Gajah Mada, Syiahkuala, Airlangga and Udayana. The Indonesian Veterinary Medical Association (IVMA) was established on January 9, 1953. The membership now exceeds 20,000 veterinarians and the association has 15 special interest groups. Since 2008, five new faculties of veterinary medicine have been established, bringing the total to 10.

  9. All-purpose veterinary education: a personal perspective.

    Science.gov (United States)

    Eyre, Peter

    2011-01-01

    The Recognition Lecture is an annual honor awarded by the Association of American Veterinary Medical Colleges (AAVMC) to an individual whose leadership and vision have made significant contributions to academic veterinary medicine and the veterinary profession. In 2011, this prestigious honor was awarded to Dr. Peter Eyre, Dean Emeritus of the Virginia-Maryland Regional College of Veterinary Medicine (VMRCVM). Dr. Eyre is a fierce advocate for veterinary medical education, with a clear vision of its value in ensuring that veterinarians are well positioned to meet societal needs. Dr. Eyre possesses an international perspective regarding the challenges and problems facing veterinary medical education and has a keen eye for getting to the heart of these challenges. He is known to ask hard questions and propose difficult choices. Dr. Eyre received his undergraduate veterinary degree (BVMS), bachelor of science degree, and PhD from the University of Edinburgh. He was Lecturer in Pharmacology at the Royal (Dick) School of Veterinary Studies for seven years before joining the faculty of the University of Guelph's Ontario Veterinary College, where he was Chair of the Department of Biomedical Sciences and Associate Director of the Canadian Centre for Toxicology. Dr. Eyre was appointed Dean of the VMRCVM in 1985, where he established the Center for Government and Corporate Veterinary Medicine in 1989. After retiring in 2003, he was named Interim Dean of the University of Calgary's new veterinary school. Among his many awards are the Norden Distinguished Teacher Award and the Sigma Psi Excellence in Research Award. In 2008 the American Veterinary Medical Association (AVMA) honored him with the President's Award, and in 2010 the University of Edinburgh awarded him the honorary degree of Doctor of Veterinary Medicine and Surgery. The Peter Eyre Student Leadership Award at the VMRCVM and the Peter Eyre Prize in Pharmacology at the University of Guelph are both named in his honor

  10. Integrative veterinary medical education and consensus guidelines ...

    African Journals Online (AJOL)

    admin

    2016-03-28

    Mar 28, 2016 ... and sports medicine and herbal therapy. Current curricular trends ..... competitive pursuits and in the demand from veterinary clients for accelerated ..... Effects of nutrition choices and lifestyle changes on the well- being of cats ...

  11. Preparing students for careers in food-supply veterinary medicine: a review of educational programs in the United States.

    Science.gov (United States)

    Posey, R Daniel; Hoffsis, Glen F; Cullor, James S; Naylor, Jonathan M; Chaddock, Michael; Ames, Trevor R

    2012-01-01

    The real and/or perceived shortage of veterinarians serving food-supply veterinary medicine has been a topic of considerable discussion for decades. Regardless of this debate, there are issues still facing colleges of veterinary medicine (CVMs) about the best process of educating future food-supply veterinarians. Over the past several years, there have been increasing concerns by some that the needs of food-supply veterinary medicine have not adequately been met through veterinary educational institutions. The food-supply veterinary medical curriculum offered by individual CVMs varies depending on individual curricular design, available resident animal population, available food-animal caseload, faculty, and individual teaching efforts of faculty. All of the institutional members of the Association of American Veterinary Medical Colleges (AAVMC) were requested to share their Food Animal Veterinary Career Incentives Programs. The AAVMC asked all member institutions what incentives they used to attract and educate students interested in, or possibly considering, a career in food-supply veterinary medicine (FSVM). The problem arises as to how we continue to educate veterinary students with ever shrinking budgets and how to recruit and retain faculty with expertise to address the needs of society. Several CVMs use innovative training initiatives to help build successful FSVM programs. This article focuses on dairy, beef, and swine food-animal education and does not characterize colleges' educational efforts in poultry and aquaculture. This review highlights the individual strategies used by the CVMs in the United States.

  12. OnLineLectures - eLearning als Ergänzung der tierärztlichen Fortbildung [Online Lectures - continuing education in veterinary medicine assisted by e-learning

    Directory of Open Access Journals (Sweden)

    Leidl, Werner

    2008-11-01

    Full Text Available [english] Practising veterinarians in Germany are obliged to take part in continuing education. Due to high expenses which are incurred while taking part in continuing education, such as replacement of personnel, travel costs, conference fees, etc., it is important that efforts toward achievement of learning objectives are maximized. Through the introduction of rapid e-learning techniques, several conferences have been digitised and made available via the internet including publication of CD-ROMs to give participants the possibility of repeated learning. The acceptability of this technique was tested via utilisation data and a survey of participants. It was found that 83.3% of lecturers provided their talks (i.e., a total of approximately 196 lectures for digital distribution. The website featuring the on-line lectures recorded an average of 22 visits per day during a 12-month period. The survey conducted on 82 participants showed a high level of acceptance toward the e-learning technique. In conclusion, there is evidence of a great demand for using new media in continuing education for practitioners of veterinary medicine. [german] Die Tierärztinnen und Tierärzte in Deutschland sind gesetzlich zur Fortbildung verpflichtet. Da die Gesamtkosten für die Fortbildung sehr hoch sind (Praxisvertreter, Reisekosten, Tagungsbeitrag, sollte der Lernerfolg möglichst ergiebig sein. Durch Rapid-eLearning wurden mehrere Vortragsveranstaltungen digitalisiert und per Internet und CD verbreitet, um die Möglichkeiten der Nacharbeitung zu verbessern. Anhand der Nutzungszahlen und einer Nutzerbefragung wurde die Akzeptanz dieser Technik überprüft. 83,3% der Referenten stellten ihre Vorträge für eine digitale Verbreitung zur Verfügung, sodass insgesamt 196 online-Vorträge entstanden sind. Die Internetseiten verzeichneten innerhalb von 12 Monaten durchschnittlich 22 Besuche (visits am Tag. In der Befragung von 82 Tagungsteilnehmern konnte eine hohe

  13. Veterinary practice management education in the Association of American Veterinary Medical Colleges member colleges during 1999.

    Science.gov (United States)

    Lloyd, J W; Covert, B R

    2001-07-15

    Most veterinary students enrolled at AAVMC member institutions take at least 1 VPM course prior to graduation. These courses are characterized by widespread involvement of outside lecturers with business expertise, which likely adds to their strength. However, it remains that wide variation in VPM education exists across the AAVMC with regard to the topics addressed, the specific business expertise of faculty and administrative course specifics. As such, the situation provides several key opportunities. Foremost among these is the immediate need for profession-wide discourse on VPM education to define reasonable expectations with regard to the business skills of veterinary graduates. In addition, outcomes assessment would provide information on which of the widely varying approaches to VPM education is most likely to produce successful graduates. The opportunity also exists for development of academic research programs to support VPM education directly by strengthening the related disciplinary knowledge base. Effective leadership for these efforts will be crucial to their success.

  14. What Can Veterinary Educators Learn from PE Teachers?

    Science.gov (United States)

    Hofmeister, Erik H; McCullick, Bryan A

    Veterinary education requires the training of students in cognitive, affective, and psychomotor domains. However, the veterinary education literature tends to focus more on the cognitive domain, with less emphasis on the affective and psychomotor domains. Physical education (PE) teachers have been teaching psychomotor skills to students for decades using a variety of teaching models. Teaching models provide a framework encompassing theory, student and teacher interactions, instructional themes, research support, and valid assessments. This paper reviews some of the models used by PE teachers, including the Direct Instruction Model, the Cooperative Learning Model, the Personalized System for Instruction, and the Peer Teaching Model. We posit that these models might be particularly helpful for novice teachers in veterinary education settings, providing a structure for the teaching and assessment of psychomotor skills.

  15. Education Innovation in Veterinary Training: E-learning Options in ...

    African Journals Online (AJOL)

    Changing needs in education call for innovative ideas in veterinary education. The University of Pretoria has adopted a policy of flexible learning that makes provision for flexible learning opportunities as well as flexible delivery systems. The preferred mode(s) of instruction to be used by a lecturer will be determined by the ...

  16. Archives: Continuing Medical Education

    African Journals Online (AJOL)

    Items 1 - 50 of 88 ... Archives: Continuing Medical Education. Journal Home > Archives: Continuing Medical Education. Log in or Register to get access to full text downloads. Username, Password, Remember me, or Register · Journal Home · ABOUT THIS JOURNAL · Advanced Search · Current Issue · Archives. 1 - 50 of 88 ...

  17. Clinical veterinary education: insights from faculty and strategies for professional development in clinical teaching.

    Science.gov (United States)

    Lane, India F; Strand, Elizabeth

    2008-01-01

    Missing in the recent calls for accountability and assurance of veterinary students' clinical competence are similar calls for competence in clinical teaching. Most clinician educators have no formal training in teaching theory or method. At the University of Tennessee College of Veterinary Medicine (UTCVM), we have initiated multiple strategies to enhance the quality of teaching in our curriculum and in clinical settings. An interview study of veterinary faculty was completed to investigate the strengths and weaknesses of clinical education; findings were used in part to prepare a professional development program in clinical teaching. Centered on principles of effective feedback, the program prepares participants to organize clinical rotation structure and orientation, maximize teaching moments, improve teaching and participation during formal rounds, and provide clearer summative feedback to students at the end of a rotation. The program benefits from being situated within a larger college-wide focus on teaching improvement. We expect the program's audience and scope to continue to expand.

  18. Workplace learning in veterinary education: a sociocultural perspective.

    Science.gov (United States)

    Scholz, Emma; Trede, Franziska; Raidal, Sharanne L

    2013-01-01

    Veterinary practice is a broad sphere of professional activity encompassing clinical activity and other vocational opportunities conducted in rapidly changing contemporary social conditions. Workplace learning is an important but resource-intensive component of educating students for practice. This conceptual article argues that literature on workplace learning in the veterinary context is dominated by descriptive accounts and that there is a dearth of theoretically informed research on this topic. Framing veterinary practice as a social, relational, and discursive practice supports the use of workplace learning theories developed from a sociocultural perspective. Situated learning theory, with its associated concepts of communities of practice and legitimate peripheral participation, and workplace learning theory focused on workplace affordances and learner agency are discussed. Two composite examples of student feedback from veterinary clinical learning illustrate the concepts, drawing out such themes as the roles of teachers and learners and the assessment of integrated practice. The theoretical perspective described in this article can be used to inform development of models of workplace learning in veterinary clinical settings; relevant examples from medical education are presented.

  19. Committee on Veterinary Medicine at the Society for Medical Education: Skills Labs in Veterinary Medicine - a brief overview.

    Science.gov (United States)

    Dilly, Marc; Gruber, Christian

    2016-01-01

    Since 2012, skills labs have been set up to teach practical skills at veterinary training facilities in the German-speaking world. In addition to didactic considerations, ethical points of view in terms of animal protection form the basis of the increasing significance of skills labs in veterinary medicine. Not least because of the quality standards in veterinary medicine training which apply across Europe, the link between veterinary medicine training facilities is particularly significant when it comes to the setting up and development of skills labs. The Committee on Veterinary Medicine is therefore not only interested in exchange and cooperation within veterinary medicine, but also sees an opportunity for mutual gain in the link with the Society for Medical Education Committee "Practical Skills".

  20. The effectiveness of humane teaching methods in veterinary education.

    Science.gov (United States)

    Knight, Andrew

    2007-01-01

    Animal use resulting in harm or death has historically played an integral role in veterinary education, in disciplines such as surgery, physiology, biochemistry, anatomy, pharmacology, and parasitology. However, many non-harmful alternatives now exist, including computer simulations, high quality videos, ''ethically-sourced cadavers'' such as from animals euthanased for medical reasons, preserved specimens, models and surgical simulators, non-invasive self-experimentation, and supervised clinical experiences. Veterinary students seeking to use such methods often face strong opposition from faculty members, who usually cite concerns about their teaching efficacy. Consequently, studies of veterinary students were reviewed comparing learning outcomes generated by non-harmful teaching methods with those achieved by harmful animal use. Of eleven published from 1989 to 2006, nine assessed surgical training--historically the discipline involving greatest harmful animal use. 45.5% (5/11) demonstrated superior learning outcomes using more humane alternatives. Another 45.5% (5/11) demonstrated equivalent learning outcomes, and 9.1% (1/11) demonstrated inferior learning outcomes. Twenty one studies of non-veterinary students in related academic disciplines were also published from 1968 to 2004. 38.1% (8/21) demonstrated superior, 52.4% (11/21) demonstrated equivalent, and 9.5% (2/21) demonstrated inferior learning outcomes using humane alternatives. Twenty nine papers in which comparison with harmful animal use did not occur illustrated additional benefits of humane teaching methods in veterinary education, including: time and cost savings, enhanced potential for customisation and repeatability of the learning exercise, increased student confidence and satisfaction, increased compliance with animal use legislation, elimination of objections to the use of purpose-killed animals, and integration of clinical perspectives and ethics early in the curriculum. The evidence

  1. Incorporating Inter-Professional Education into a Veterinary Medical Curriculum.

    Science.gov (United States)

    Estrada, Amara H; Behar-Horenstein, Linda; Estrada, Daniel J; Black, Erik; Kwiatkowski, Alison; Bzoch, Annie; Blue, Amy

    Inter-professional education (IPE) is identified as an important component of health profession training and is listed in the accreditation requirements for many fields, including veterinary medicine. The goals of IPE are to develop inter-professional skills and to improve patient-oriented care and community health outcomes. To meet these goals, IPE relies on enhanced teamwork, a high level of communication, mutual planning, collective decision making, and shared responsibilities. One Health initiatives have also become integral parts of core competencies for veterinary curricular development. While the overall objectives of an IPE program are similar to those of a One Health initiative, they are not identical. There are unique differences in expectations and outcomes for an IPE program. The purpose of this study was to explore veterinary medical students' perceptions of their interprofessional experiences following participation in a required IPE course that brought together beginning health profession students from the colleges of medicine, dentistry, nursing, pharmacy, nutrition, public health and health professions, and veterinary medicine. Using qualitative research methods, we found that there is powerful experiential learning that occurs for both the veterinary students and the other health profession students when they work together at the beginning of their curriculum as an inter-professional team.

  2. Milestone Educational Planning Initiatives in Veterinary Medical Education: Progress and Pitfalls.

    Science.gov (United States)

    Stone, Elizabeth A; Reimann, Jessica; Greenhill, Lisa M; Dewey, Cate E

    2017-11-29

    Three milestone educational planning initiatives engaged the veterinary medical profession in the United States and Canada between 1987 and 2011, namely the Pew National Veterinary Education Program, the Foresight Project, and the North American Veterinary Medical Education Consortium. In a quantitative study, we investigated the impact of these initiatives on veterinary medical education through a survey of academic leaders (deans, previous deans, and associate deans for academics from veterinary medical schools that are members of the Association of American Veterinary Medical Colleges) to assess their perspectives on the initiatives and eight recommendations that were common to all three initiatives. Two of the recommendations have in effect been implemented: enable students to elect in-depth instruction and experience within a practice theme or discipline area (tracking), and increase the number of graduating veterinarians. For three of the recommendations, awareness of the issues has increased but substantial progress has not been made: promote diversity in the veterinary profession, develop a plan to reduce student debt, and develop a North American strategic plan. Lastly, three recommendations have not been accomplished: emphasize use of information more than fact recall, share educational resources to enable a cost-effective education, and standardize core admissions requirements. The educational planning initiatives did provide collaborative opportunities to discuss and determine what needs to change within veterinary medical education. Future initiatives should explore how to avoid and overcome obstacles to successful implementation.

  3. Essential veterinary education in food safety, food hygiene and biosecurity: a global perspective.

    Science.gov (United States)

    Wall, P G

    2009-08-01

    A big challenge for veterinary educators is to stimulate interest in public health medicine and make the curriculum interesting, and relevant, to veterinary students. Veterinary public health encompasses many areas, including zoonosis control, food safety, animal health and biosecurity, animals as sentinels of environmental hazards and the contribution of animal waste to pollution of food and water, so there is no shortage of ammunition for the veterinary educator in the competition for students' attention. Veterinary educators, not the students, will have failed if graduates complete their studies without being convinced of the importance and relevance of veterinary public health.

  4. Present status and vision for veterinary higher education in the Arab world.

    Science.gov (United States)

    Hailat, Nabil

    2005-01-01

    The veterinary profession and veterinary education stand, in the Arab world and worldwide, in the middle of many changes resulting from rapid communication, explosion of large amounts of information, international traffic of people, animals, and animal products, flow of capital, recent political changes, and new threats to global public health. These changes have put more pressure on veterinary leaders and educators to reconsider the different programs, projects, attitudes, and methodologies of thinking in faculties and institutes of veterinary medicine.

  5. Development of a moral judgment measure for veterinary education.

    Science.gov (United States)

    Verrinder, Joy M; Phillips, Clive J C

    2014-01-01

    Veterinarians increasingly face animal ethics issues, conflicts, and dilemmas, both in practice and in policy, such as the tension between clients' and animals' interests. Little has been done to measure the capacity of veterinarians to make ethical judgments to prevent and address these issues or to identify the effectiveness of strategies to build this capacity. The objectives of this study were, first, to develop a test to identify the capacity of veterinarians to make ethical decisions in relation to animal ethics issues and, second, to assess students' perceptions of the usefulness of three methods for the development of ethical decision making. The Veterinary Defining Issues Test (VetDIT) was piloted with 88 first-year veterinary students at an Australian university. The veterinary students were at a variety of reasoning stages in their use of the Personal Interest (PI), Maintaining Norms (MN), and Universal Principles (UP) reasoning methods in relation to both human ethics and animal ethics issues and operated at a higher level of reasoning for animal than human ethics. Thirty-eight students assessed three methods for developing ethical decision-making skills and identified these as being helpful in clarifying their positions, clarifying others' positions, increasing awareness of the complexity of making ethical decisions, using ethical frameworks and principles, and improving moral reasoning skills, with two methods identified as most helpful. These methods and the VetDIT have the potential to be used as tools for development and assessment of moral judgment in veterinary education to address animal ethics issues.

  6. Designed for Learning: use of Skill Tracker in Veterinary education

    Directory of Open Access Journals (Sweden)

    Phil Lionel Ramsey

    2017-03-01

    Full Text Available Although learning is a natural process, many of the systems designed to support education do not contribute positively to the experience of students. This paper reports on the design of Skill Tracker, a software system developed at Massey University to manage processes around student skill acquisition, and initially applied to the university’s Veterinary Science program. The software has been designed around guiding ideas relevant to learning in a professional context: the “progress principle” and Communities of Practice. The paper outlines how these ideas have shaped the design of the software. While Skill Tracker enables the university to collect data that informs the management of the Veterinary School, the underlying purpose of the system is to enhance the experience of students. In order to do achieve this goal it is necessary to understand a key dilemma in any educational innovation: the need to integrate technology and pedagogy.

  7. Continuing Medical Education

    African Journals Online (AJOL)

    A review article willintroduce readers to the educational subject matter, along with one-page summarises (in print) of additional articles that may be accessed in full online. We will continue to offer topical and up-to-date CME material. Readers are encouraged to register with samj.org.za to receive future notifications of new ...

  8. History of the Journal of Veterinary Medical Education.

    Science.gov (United States)

    Fletcher, Oscar J; Hooper, Billy E; Schoenfeld-Tacher, Regina

    2015-01-01

    The Journal of Veterinary Medical Education (JVME), with the leadership of seven editors and two interim editors, grew from 33 pages of mostly news and commentary to become the premier source for information exchange in veterinary medical education. The first national publication of the Association of American Veterinary Medical Colleges (AAVMC) was a 21-page newsletter published in December 1973. This one-time newsletter was followed by volume 1, issue 1 of JVME, published in spring 1974 and edited by William W. Armistead. Richard Talbot was the second and longest serving editor, and under his leadership, JVME grew in the number and quality of papers. Lester Crawford and John Hubbell served as interim editors, maintaining quality and keeping JVME on track until a new editor was in place. Robert Wilson, Billy Hooper, Donal Walsh, Henry Baker, and the current editor, Daryl Buss, are major contributors to the success of JVME. The early history of the journal is described by Billy Hooper and followed by a brief history of the periods of each of the editors. This history concludes with objective and subjective evaluations of the impacts of JVME.

  9. Student perspectives on animal-welfare education in American veterinary medical curricula.

    Science.gov (United States)

    Colonius, Tristan; Swoboda, Jamie

    2010-01-01

    Animal welfare is a subject of increasing interest to society, and the veterinary medical profession has an opportunity--and a duty--to provide leadership and expertise. This commentary presents the view of two veterinary students at the Louisiana State University School of Veterinary Medicine and the University of Missouri College of Veterinary Medicine on the current state of animal-welfare education in American veterinary colleges. In our experience, animal welfare and its related disciplines are underemphasized in current American professional curricula. We present a case for why animal welfare must be a cardinal subject of instruction in veterinary colleges, detail the essential components of sufficient animal-welfare education, and discuss specific methods for integrating animal welfare into the current curricula. We strongly encourage veterinary colleges to identify animal-welfare education as a priority and to work toward increasing instruction and educational resources in this critical topic area.

  10. The Literature of Veterinary Medicine. CE 60.

    Science.gov (United States)

    Kerker, Ann E.; Malamud, Judie

    This course guide outlines the objectives and content for a professional continuing education course on the literature of veterinary medicine. Topics covered include: (1) an introduction to veterinary medicine as a discipline, including comparison with other medical sciences, veterinary medicine education, licensure, animal models, veterinary…

  11. Continuing medical education.

    Science.gov (United States)

    Todd, D

    1987-04-01

    With the rapid advances in medical science and increasing complexities of patient care, the need for continuing medical education (CME) is widely accepted by the profession. CME follows general and higher professional training, and should be a life long process. Teaching hospitals and postgraduate professional institutions play vital roles in organising, promoting, and monitoring this activity. CME directorates should be established. University authorities must recognise the important role of medical teachers in postgraduate and continuing medical education, and the staff establishment and terms of service should be held regularly. Medical libraries should have easy borrowing facilities. Self-assessment and audio-visual material are particularly helpful to the busy practitioner and inexpensive local or regional journals of quality can provide pertinent and up-to-date information. All charges for attending scientific meetings and educational material should be tax deductible or subsidized. The effectiveness of CME is difficult to assess and participation is almost impossible to enforce. Much depends on the standard of medical practice wanted by society. Recertification of general practitioners or specialists poses many problems. On the other hand, completion of self-assessment programmes, active participation at medical meetings, contributions to scientific literature, and membership of medical societies with built-in peer review could be monitored and regularly used to evaluate professional status.

  12. Survey of the large-animal diplomates of the American College of Veterinary Internal Medicine regarding knowledge and clinical use of polymerase chain reaction: implications for veterinary education.

    Science.gov (United States)

    Pusterla, Nicola; Mapes, Samantha; Leutenegger, Christian M

    2006-01-01

    A questionnaire was developed to document the knowledge base of large-animal diplomates of the American College of Veterinary Internal Medicine (ACVIM) regarding polymerase chain reaction (PCR) technology and to identify the common use of this technology in equine practice. Ninety-three of the 278 mailed questionnaires were returned, for an overall response rate of 33.4%. Ninety respondents (99%) reported being familiar with the general principles of nucleic acid probe technology; however, only 52 (57%) knew the difference between conventional (traditional) and real-time (second-generation) PCR. The majority of the respondents (88%) emphasized the need for continuing education on molecular diagnostics. Eighty-four (92%) of the respondents regularly use PCR (conventional and/or real-time) for the detection of equine pathogens, and 80 (88%) commonly submit their samples to university/state veterinary laboratories. Blood, nasal swabs, and feces are the three equine specimens most commonly submitted for PCR analysis of Streptococcus equi, Lawsonia intracellularis, Neorickettsia risticii, equine herpesvirus 1/4, Rhodococcus equi, Sarcocystis neurona, and equine influenza virus. Diplomates reported costs associated with molecular diagnostics and unreliability of PCR as the most common limitations of PCR. Didactic training in veterinary curricula and during continuing-education opportunities continues to be necessary to produce veterinarians who have an understanding of the clinical applications of molecular diagnostics.

  13. Accreditation of Veterinary Medical Education: Part II--Influence of the American Veterinary Medical Association

    Science.gov (United States)

    Bauer, Elizabeth K.

    1975-01-01

    Traces the development, since its founding in 1863, of the American Veterinary Medical Association (AVMA) influence over the standards of training required in the veterinary profession. Attention is focused on the roles of the U.S. Department of Agriculture, the military, and the land-grant colleges in that development. (JT)

  14. The impact of AVMA COE's accreditation on veterinary medical education.

    Science.gov (United States)

    Hendricks, Joan C

    2012-01-01

    Point 1: the American Veterinary Medical Association Council on Education's (AVMA COE's) accreditation pro-cess is aimed at minimum training for entry-level veterinarians. This has a two-fold consequence: 1. The opportunity to discover the absolute minimum number of necessary resources is opened. While this is a threat to the standard model of veterinary education, it might have value if it is cost-efficient and students graduate with minimal or no debt. 2. There is no mechanism to measure training,research, or service programs above the minimum or beyond the entry level. Point 2: the implication of the minimum entry-level general standard is also two-fold: 1. We must measure performance above the mini-mum. A separate process is necessary (a) to develop and implement objective metrics and (b) to publicize superior achievement as opposed to minimal performance. 2. We must measure and publicize institutions or programs that advance the field beyond training entry-level veterinarians. Service, research, and training aimed at advancing the field, providing leadership, and improving public health and safety(One Health) require separate measurement and advocacy in order to obtain and justify the necessary resources. I conclude that in the absence of a new process by which to measure excellence, market forces will push the entire profession toward the most cost-effective method of providing minimal training for entry-level veterinarians. But what about the far more expensive goal of providing a global public good of which our profession is so proud?The public health and safety mission of veterinary medi-cine, including the entire One Health initiative, requires separate measurement in order to give objective metrics to the institutions and components of the profession committed to those goals to pursue vigorous advocacy and obtain or retain the necessary resources.

  15. Veterinary students' perceptions of their learning environment as measured by the Dundee Ready Education Environment Measure

    National Research Council Canada - National Science Library

    Pelzer, Jacquelyn M; Hodgson, Jennifer L; Werre, Stephen R

    2014-01-01

    The Dundee Ready Education Environment Measure (DREEM) has been widely used to evaluate the learning environment within health sciences education, however, this tool has not been applied in veterinary medical education...

  16. A qualitative study to explore communication skills in veterinary medical education.

    Science.gov (United States)

    Hamood, Wendy J; Chur-Hansen, Anna; McArthur, Michelle L

    2014-10-11

    To explore and gain an understanding of what "clinical communication skills" mean to veterinarians working in private practice and what implications this might have for veterinary medical education. Qualitative research methods were used to purposefully sample a range of veterinary practitioners from a pool of South Australian veterinary practices who were interviewed to determine their understanding of what communication skills mean in the context of veterinary practice. Interviews were conducted with fourteen veterinary practitioners. Participants were sampled from a range of ages, veterinary schools of graduation plus urban and rural locations. Interview transcripts were analysed for themes, definitions and contexts. Participants' accounts included a number of skills which they considered to be "communication". Some of the definitions of these skills parallel communication skills and competencies for human medicine on which communication skills training incorporated into veterinary curricula to date have largely been based. However, the veterinarians in this study also raised interesting contextual differences unique to the veterinary profession, such as communication with the animal, selling service, discussing money in relation to decisions for care, and communicating about euthanasia. Veterinary practitioners require high level communication skills. Education and training in veterinary medicine may be better tailored to reflect the unique context of the veterinary profession.

  17. A short history of veterinary education in Australia: the 120-year transition from education for a trade to education for a profession.

    Science.gov (United States)

    Caple, I W

    2011-08-01

    World Veterinary Year in 2011 celebrates the 250th anniversary of the establishment of the first modern veterinary school at Lyon in France. To put veterinary education in Australia in its historical context, the veterinary school at Lyon was established nine years before the British had discovered the east coast of Australia in 1770, and 27 years before a shipment of convicts transported from overcrowded gaols in England had arrived in Sydney in 1788. This paper discusses the development of veterinary education in Australia from that time to the present day. © 2011 The Author. Australian Veterinary Journal © 2011 Australian Veterinary Association.

  18. Can online conference systems improve veterinary education? A study about the capability of online conferencing and its acceptance.

    Science.gov (United States)

    Koch, Michael; Fischer, Martin R; Tipold, Andrea; Ehlers, Jan P

    2012-01-01

    In veterinary medicine, there is an ongoing need for students, educators, and veterinarians to exchange the latest knowledge in their respective fields and to learn about unusual cases, emerging diseases, and treatment. Networking among veterinary faculties is developing rapidly, but conferences and meetings can be difficult to attend because of time limitations and travel costs. The current study examines acceptance of synchronous online conferences, seminars, meetings, and lectures by veterinarians and students. First, an online survey on the use of communication technology in veterinary medicine was made available for 15 weeks to every German-speaking veterinary university and via professional journals and an online veterinary forum. A total of 1,776 persons (620 veterinarians and 1,156 students) participated. Most reported using the Internet at least once per day; more than half reported using instant messengers. Most participants used the Internet for communication, but less than half used Skype. Second, to test the spectrum of tools for online conferences, a variety of "virtual classroom" systems (netucate systems iLinc, Adobe Acrobat Connect Pro, Cisco WebEx, Skype) were used to deliver student lectures, veterinary continuing-education courses, and academic conferences at the University of Veterinary Medicine, Hannover (TiHo). Of 591 participants in 63 online events, 99.4% rated the virtual events as enjoyable, 96.1% found them useful, and 92.4% said that they learned a lot. Participants noted that the courses were not tied to a certain place, and thus saved time and travel costs. Online conference systems thus offer new opportunities to provide information in veterinary medicine.

  19. An overview of veterinary medical education in China: current status, deficiencies, and strategy for improvement.

    Science.gov (United States)

    Yin, Jie-chao; Li, Guang-xing; Ren, Xiao-feng

    2006-01-01

    Especially in developing countries, the profession of veterinary medicine is closely tied with agriculture and government economic development, the national structure of education, and national public health. Currently, the Chinese veterinary medical educational system and accreditation standards are distinctly different from those of some more developed countries, such as the United States, Japan, or the countries of the European Union. Chinese veterinary education is still closely based on traditional Chinese education approaches and standards, which has led to some deficiencies in the Chinese system. With the development of a stronger economy in China and the growing trend toward globalization, and particularly since China joined the World Trade Organization (WTO), some important questions about China's system of veterinary education are being raised: How can veterinary science develop more rapidly in China? How can it meet the needs of the growing Chinese society? How can China bring its veterinary medical practice more in line with that of other, more advanced countries? This article describes some of the realities of veterinary medical education in China, discusses several existing problems, and puts forward some ideas for possible reforms. It is hoped that by this means those outside China may gain insight into our veterinary education program and that this, in turn, will lead to helpful input from international educators and other professionals to help improve our programs.

  20. Strategies for Educational Action To Meet Veterinary Medicine's Role in Biodefense and Public Health.

    Science.gov (United States)

    Baker, John; Blackwell, Michael; Buss, Daryl; Eyre, Peter; Held, Joe R.; Ogilvie, Tim; Pappaioanou, Marguerite; Sawyer, Leigh

    2003-01-01

    Summarizes recommendations of a conference focused on how veterinary education needs to change to meet the challenges ahead related to biodefense and public health. Presents results of seven sections, each dealing with a major issue related to veterinary medical education. (SLD)

  1. A review of student evaluation of teaching: applications to veterinary medical education.

    Science.gov (United States)

    Beran, Tanya N; Donnon, Tyrone; Hecker, Kent

    2012-01-01

    Student evaluation of teaching is ubiquitous to teaching in colleges and universities around the world. Since the implementation of student evaluations in the 1970s in the US, considerable research has been devoted to their appropriate use as a means of judging the effectiveness of teaching. The present article aims to (1) examine the evidence for the reliability, validity, and utility of student ratings; (2) provide seven guidelines for ways to identify effective instruction, given that the purpose of student evaluation is to assess effective teaching; and (3) conclude with recommendations for the integration of student ratings into the continuous evaluation of veterinary medical education.

  2. Adult education in the continuous education system

    OpenAIRE

    Verbitsky Andrey Aleksandrovich

    2015-01-01

    The article reveals problems of adults’ education as a part of lifelong learning. The article formulates the mission of continuing education, its values, purposes, contents, and principles and terms of organizing the educational process.

  3. Analysis of the costs of veterinary education and factors associated with financial stress among veterinary students in Australia.

    Science.gov (United States)

    Gregory, K P; Matthew, S M; Baguley, J A

    2018-01-01

    To investigate the course-related and other costs involved in obtaining a veterinary education in Australia and how these costs are met. The study also aimed to identify sociodemographic and course-related factors associated with increased financial stress. Students from seven Australian veterinary schools were surveyed using an online questionnaire. A total of 443 students participated (response rate 17%). Responses to survey items relating to finances, employment and course-related costs were compared with sociodemographic factors and prior research in the area of student financial stress. Respondents reported spending a median of A$300 per week on living costs and a median of A$2,000 per year on course-related expenses. Over half of respondents received the majority of their income from their parents or Youth Allowance (56%). A similar proportion (55%) reported that they needed to work to meet basic living expenses. Circumstances and sociodemographic factors linked to perceived financial stress included requiring additional finances to meet unexpected costs during the course; sourcing additional finances from external loans; an expected tuition debt at graduation over A$40,000; being 22 years or older; working more than 12 hours per week; living costs above A$300 per week; and being female. The costs involved in obtaining a veterinary education in Australia are high and over half of respondents are reliant on parental or Government income support. Respondents with certain sociodemographic profiles are more prone to financial stress. These findings may have implications for the psychological health, diversity and career plans of veterinary students in Australia. © 2017 Australian Veterinary Association.

  4. A Comprehensive Wellness Program for Veterinary Medical Education: Design and Implementation at North Carolina State University

    Science.gov (United States)

    Royal, Kenneth; Flammer, Keven; Borst, Luke; Huckle, Jeffrey; Barter, Hillary; Neel, Jennifer

    2017-01-01

    Research in veterinary medical education has illustrated the challenges students face with respect to mental and emotional wellness, lack of attention to physical health, and limited opportunities to meaningfully engage with persons from different backgrounds. In response, the North Carolina State University College of Veterinary Medicine has…

  5. SWOT Analysis of Veterinary and Animal Science Education in India: Implications for Policy and Future Directions

    Science.gov (United States)

    Sasidhar, P. V. K.; Reddy, P. Gopal

    2012-01-01

    Purpose: The purpose of this study was to identify and rank the SWOT issues of India's veterinary and animal science education. Design: The data were collected at the Indian Veterinary Research Institute (IVRI) from 168 post-graduate students. The two surveys generated 72% (N = 121) and 68% (N = 114) response rates, respectively. In the first…

  6. The State of Veterinary Dental Education in North America, Canada, and the Caribbean: A Descriptive Study.

    Science.gov (United States)

    Anderson, Jamie G; Goldstein, Gary; Boudreaux, Karen; Ilkiw, Jan E

    Dental disease is important in the population of pets seen by veterinarians. Knowledge and skills related to oral disease and dentistry are critical entry-level skills expected of graduating veterinarians. A descriptive survey on the state of veterinary dental education was sent to respondents from 35 veterinary schools in the United States, Canada, and the Caribbean. Using the online SurveyMonkey application, respondents answered up to 26 questions. Questions were primarily designed to determine the breadth and depth of veterinary dental education from didactic instruction in years 1-3 to the clinical year programs. There was an excellent response to the survey with 86% compliance. Learning opportunities for veterinary students in years 1-3 in both the lecture and laboratory environments were limited, as were the experiences in the clinical year 4, which were divided between community-type practices and veterinary dentistry and oral surgery services. The former provided more hands-on clinical experience, including tooth extraction, while the latter focused on dental charting and periodontal debridement. Data on degrees and certifications of faculty revealed only 12 programs with board-certified veterinary dentists. Of these, seven veterinary schools had residency programs in veterinary dentistry at the time of the survey. Data from this study demonstrate the lack of curricular time dedicated to dental content in the veterinary schools participating in the survey, thereby suggesting the need for veterinary schools to address the issue of veterinary dental education. By graduation, new veterinarians should have acquired the needed knowledge and skills to meet both societal demands and professional expectations.

  7. A Theoretical Framework for Human and Veterinary Medical Ethics Education

    Science.gov (United States)

    Magalhães-Sant'Ana, Manuel

    2016-01-01

    In their practice, physicians and veterinarians need to resort to an array of ethical competences. As a teaching topic, however, there is no accepted gold standard for human medical ethics, and veterinary medical ethics is not yet well established. This paper provides a reflection on the underlying aims of human and veterinary medical ethics…

  8. Veterinary education on fostering food safety and governance achieving a healthy nation in Bangladesh

    Directory of Open Access Journals (Sweden)

    M. Mufizur Rahman

    2013-08-01

    Full Text Available Since veterinary medicine plays an important role in assuring a nation's food safety, therefore the present status of our food safety, where large numbers of consumers in Bangladesh have become victims of consuming adulterated foods, needs to be enhanced and governed by the guideline of veterinary and public health educators. This article highlights the need of an integrated collaborative approach between academicians and government officials for the creation and dissemination of food-safety teaching driving force to mitigate food borne diseases, ensure food safety, control mischievous and fraudulent adulteration – all destined to a harmonious national health strategic action plan. Veterinary education is very effective for cor- rect implementation of the stable to table concept and best serves the public when it is updated on current market needs of food products and measures protecting animal health. Universities in Europe and USA have adjusted their veterinary medicine curricula during the past few years. Experts predicted determinant changes by 2020 that would influence the work of the veterinarians. All of them are in favor of placing food quality and food safety and public health as the highest priorities in future veterinary education. In Bangladesh, Universities and Veterinary Colleges are producing qualified Veterinary Food Hygienists to deal with matters of health and demands for consumers’ food protection. The veterinary education blends veterinarians with strong capacity to advocate the assurance of food quality and safety from farm to fork. Government in collaboration with veterinary food hygienist should advocate academic and field covered sciencebased food safety system. It is hoped that in the near future Bangladesh will come forward with veterinary public health responsibilities incorporated in national food safety program. The concerned authorities in collaboration with international public health authority like WHO should

  9. Comparative spectral analysis of veterinary powder product by continuous wavelet and derivative transforms.

    Science.gov (United States)

    Dinç, Erdal; Kanbur, Murat; Baleanu, Dumitru

    2007-10-01

    Comparative simultaneous determination of chlortetracycline and benzocaine in the commercial veterinary powder product was carried out by continuous wavelet transform (CWT) and classical derivative transform (or classical derivative spectrophotometry). In this quantitative spectral analysis, two proposed analytical methods do not require any chemical separation process. In the first step, several wavelet families were tested to find an optimal CWT for the overlapping signal processing of the analyzed compounds. Subsequently, we observed that the coiflets (COIF-CWT) method with dilation parameter, a=400, gives suitable results for this analytical application. For a comparison, the classical derivative spectrophotometry (CDS) approach was also applied to the simultaneous quantitative resolution of the same analytical problem. Calibration functions were obtained by measuring the transform amplitudes corresponding to zero-crossing points for both CWT and CDS methods. The utility of these two analytical approaches were verified by analyzing various synthetic mixtures consisting of chlortetracycline and benzocaine and they were applied to the real samples consisting of veterinary powder formulation. The experimental results obtained from the COIF-CWT approach were statistically compared with those obtained by classical derivative spectrophotometry and successful results were reported.

  10. Beyond Competence: Why We Should Talk About Employability in Veterinary Education.

    Science.gov (United States)

    Bell, Melinda A; Cake, Martin A; Mansfield, Caroline F

    2017-06-28

    The purpose of this article is to explore employability as a complement to competency in defining the overarching objectives of veterinary education. Although the working usage of the term competency has evolved and stretched in recent years, and contemporary competence frameworks have expanded to better reflect the range of capabilities required of a veterinary professional, the potential remains for the dominance of competency-lead discourse to obscure the aim of producing not only competent but also successful and satisfied veterinarians. Expanding the educational mission to include employability may provide this broader focus, by stretching the end point, scope, and scale of veterinary education into the crucial transition to practice period, and beyond. In this article we review available evidence from multiple stakeholder perspectives and argue that employability expands the focus beyond servicing the needs of the public to better integrate and balance the needs of all the stakeholders in veterinary education, including the graduates themselves. By refocusing the goal of veterinary education to include the richer end point of success, turning the attention to employability could enhance current attribute frameworks and result in veterinarians who not only better meet the needs of those they serve but are also better prepared to experience fulfilling and satisfying careers. Finally, we suggest one educational approach may be to conceptualize competency, professionalism, and employability as overlapping dimensions of the successful veterinary professional.

  11. Faculty perspectives regarding the importance and place of nontechnical competencies in veterinary medical education at five North American colleges of veterinary medicine.

    Science.gov (United States)

    Lane, India F; Bogue, E Grady

    2010-07-01

    To explore perceptions of faculty educators regarding the importance of nontechnical competencies in veterinary graduates and the placement of nontechnical competency development in veterinary education. Survey. All faculty members at 5 North American veterinary medical institutions. Participants rated the importance of 14 nontechnical competencies and indicated in which phase or phases of veterinary education such competencies should be developed (ie, curriculum placement). Differences in mean ratings were statistically evaluated, as were associations between ratings or curriculum placement and respondent institution, gender, experience, and discipline. Mean ratings of importance were above neutral for all competencies and were highest for ethical, critical thinking, and interpersonal and intrapersonal competencies; development of these competencies was favored in preveterinary and veterinary training. Ratings were lower for management and business competencies; development of these and other competencies was placed primarily in the clinical phase of the veterinary curriculum. Basic science, nonveterinarian, and junior faculty appeared to more strongly appreciate the importance of nontechnical skills, whereas large animal and midcareer faculty reported a more reserved degree of support. Female faculty were more likely to place nontechnical competency development throughout the educational process. Participants agreed nontechnical competencies are important for veterinary graduates; however, faculty perceptions differed from previously published findings regarding the relative importance of business and management skills. Those involved in faculty hiring, faculty development, and curricular planning should also be aware of disciplinary and career stage differences affecting faculty perspectives.

  12. A Philosophy of Continuing Education *

    Science.gov (United States)

    Brodman, Estelle

    1968-01-01

    Continuing education is important to the individual, to the library, and to society as a whole, and therefore each should attempt to foster continued learning and the questioning mind. Today, librarians are seeking “philosophies” for what they do because the changes in the world about them have denied them the comfort of the implicit assumptions about their work which librarians of earlier periods had. The professional association, like the medieval guilds, has a responsibility to its members to aid in their search for reality (“philosophy”) and specifically in their need for continuing education. PMID:5644798

  13. Kwame Nkrumah University of Science and Technology School of Veterinary Medicine (KNUST SVM) A Model of "One-Health Concept" Application to Veterinary Education in West Africa.

    Science.gov (United States)

    Folitse, R D; Agyemang, T Opoku; Emikpe, B O; Evarefe, O D; Atawalna, J

    2014-12-01

    Veterinary education in West Africa had been skewed over decades with Nigeria and Senegal leading in the training of veterinarians in the subregion. Most nationals from Ghana, Sierra Leone, Gambia as well as francophone countries within the subregion were trained in East Africa, Europe and South America. The aim of this paper is to provide an insight into the need for veterinary education in other West African countries including Ghana Information was sourced from individuals, literatures and other relevant archives on the history, current state and future approaches to veterinary education in Ghana. The advantages, challenges and coping strategies for application of the Principles of "The One World One Health concept" to veterinary education with the use of the medical professionals in the delivery were presented. This approach to veterinary education by Kwame Nkrumah University of Science and Technology School of Veterinary Medicine showcases a means to meet the health challenges of the twenty first century which demand pragmatic innovation to solve disease challenges.

  14. Development and evaluation of a virtual slaughterhouse simulator for training and educating veterinary students.

    Science.gov (United States)

    Seguino, Alessandro; Seguino, Ferruccio; Eleuteri, Antonio; Rhind, Susan M

    2014-01-01

    Veterinary surgeons working on farms and food-processing establishments play a fundamental role in safeguarding both public health and the welfare of animals under their care. An essential part of veterinary public health (VPH) undergraduate training in the UK involves students undertaking placements within abattoirs, a practice that remains vital to the educational experience of future veterinary professionals. However, several issues have adversely affected the ability of students to gain such extramural placements. For this reason, the Virtual Slaughterhouse Simulator (VSS) was developed to strengthen and enhance undergraduate VPH teaching at the Royal (Dick) School of Veterinary Studies, enabling students to explore a realistic abattoir work environment with embedded educational activities. The aim of this research project was to evaluate the VSS as a teaching and learning tool for training and educating veterinary students. Ninety-eight final-year veterinary students engaged with the prototype VSS, followed by assessment of their knowledge and behavior when faced with a "real-life" abattoir situation. Further evaluation of their experiences with the VSS was carried out using questionnaires and focus groups. The results of this investigation show that there is the potential for the VSS to enhance the student learning experience in basic abattoir procedures. This innovative tool provides a visually based learning resource that can support traditional lectures and practical classes and can also be used to stimulate interactive problem-solving activities embedded in the relevant context.

  15. REMOTE TRAINING AND CONTINUING EDUCATION

    Directory of Open Access Journals (Sweden)

    Alexander E. Petrov

    2013-01-01

    Full Text Available In this paper we consider two trends in teaching methods and tools chosen on the base of continuing education concept and challenges of the information society. Indeed, the modern post-school education requires improved efficiency and activity of training as it should or can be combined with productive activity of students. Here we discuss and analyze some trends of contemporary distance learning in order to include them into solution of lifelong learning problems. 

  16. Student preparation and the power of visual input in veterinary surgical education

    DEFF Research Database (Denmark)

    Langebæk, Rikke; Nielsen, Søren Saxmose; Koch, Bodil Cathrine

    2016-01-01

    In recent years, veterinary educational institutions have implemented alternative teaching methods, including video demonstrations of surgical procedures. However, the power of the dynamic visual input from videos in relation to recollection of a surgical procedure has never been evaluated. The aim...... of this study was to investigate how veterinary surgical students perceived the influence of different educational materials on recollection of a surgical procedure.  Furthermore, we investigated if surgical technique was associated with a certain method of recollection or use of educational material. During...... a basic surgical skills course, 112 fourth-year veterinary students participated in the study by completing a questionnaire regarding method of recollection, influence of individual types of educational input, and homework preparation. Furthermore, we observed students performing an orchiectomy...

  17. How Does Student Educational Background Affect Transition into the First Year of Veterinary School? Academic Performance and Support Needs in University Education.

    Science.gov (United States)

    Rutland, Catrin S; Dobbs, Heidi; Tötemeyer, Sabine

    The first year of university is critical in shaping persistence decisions (whether students continue with and complete their degrees) and plays a formative role in influencing student attitudes and approaches to learning. Previous educational experiences, especially previous university education, shape the students' ability to adapt to the university environment and the study approaches they require to perform well in highly demanding professional programs such as medicine and veterinary medicine. The aim of this research was to explore the support mechanisms, academic achievements, and perception of students with different educational backgrounds in their first year of veterinary school. Using questionnaire data and examination grades, the effects upon perceptions, needs, and educational attainment in first-year students with and without prior university experience were analyzed to enable an in-depth understanding of their needs. Our findings show that school leavers (successfully completed secondary education, but no prior university experience) were outperformed in early exams by those who had previously graduated from university (even from unrelated degrees). Large variations in student perceptions and support needs were discovered between the two groups: graduate students perceived the difficulty and workload as less challenging and valued financial and IT support. Each student is an individual, but ensuring that universities understand their students and provide both academic and non-academic support is essential. This research explores the needs of veterinary students and offers insights into continued provision of support and improvements that can be made to help students achieve their potential and allow informed "Best Practice."

  18. The Challenges and Issues of Undergraduate Student Retention and Attainment in UK Veterinary Medical Education.

    Science.gov (United States)

    Jackson, Elizabeth L; Armitage-Chan, Elizabeth

    Student retention and attainment has recently been identified as a key area for development in veterinary medical education enquiry. Woodfield's research on retention and attainment across the UK disciplines has yielded some unique information about the challenges and issues of students who study veterinary medicine and related subjects. The present literature review aims to expand on Woodfield's findings and explain important issues about retention and attainment across veterinary medicine. Overall, the subject of retention and attainment in undergraduate veterinary medical education needs a great deal more empirical attention, such as data on the retention and attainment of mature and widening access students, and the effects of students being placed at remote locations during their studies. Our findings also cover some unsurprising issues: the dominance of women in a profession that is principally lead by men, the underrepresentation of black and minority ethnic (BME) students in veterinary medicine, and the effects of content overload in the veterinary medical curriculum. Based on data gathered by Woodfield and our investigation of the scholarly and gray literatures, we offer an overview of gaps in current knowledge and recommendations for further research.

  19. Employers, Employees, and Continuing Education.

    Science.gov (United States)

    Liebi, William A.

    1997-01-01

    Discussion of continuing education (CE) focuses on motivation for change; the types of CE that exist; whether it should be voluntary or mandatory; institutional and individual aims; the manager as team leader; effects of financial pressures; and the role of library and information science associations. LRW)

  20. Confidentiality | Benatar | Continuing Medical Education

    African Journals Online (AJOL)

    Continuing Medical Education. Journal Home · ABOUT THIS JOURNAL · Advanced Search · Current Issue · Archives · Journal Home > Vol 21, No 1 (2003) >. Log in or Register to get access to full text downloads. Username, Password, Remember me, or Register. Confidentiality. D Benatar. Abstract. No Abstract. Full Text:.

  1. Sarcoidosis | Allwood | Continuing Medical Education

    African Journals Online (AJOL)

    Continuing Medical Education. Journal Home · ABOUT THIS JOURNAL · Advanced Search · Current Issue · Archives · Journal Home > Vol 31, No 9 (2013) >. Log in or Register to get access to full text downloads. Username, Password, Remember me, or Register. Sarcoidosis. B Allwood, C Ainslie. Abstract. No Abstract ...

  2. Continuing Education for Distance Librarians

    Science.gov (United States)

    Cassner, Mary; Adams, Kate E.

    2012-01-01

    Distance librarians as engaged professionals work in a complex environment of changes in technologies, user expectations, and institutional goals. They strive to keep current with skills and competencies to support distance learners. This article provides a selection of continuing education opportunities for distance librarians, and is relevant…

  3. Marketing Continuing Education for Nurses.

    Science.gov (United States)

    Southern Regional Education Board, Atlanta, GA.

    This guide presents an overview of marketing and its potential value in continuing education programs for nurses. The first portion of the guide briefly discusses the concept of marketing. It contains definitions of key marketing concepts (product, place, price, and promotion), discussion of the basic tenets of marketing (consumer needs…

  4. Unleashing the potential: women's development and ways of knowing as a perspective for veterinary medical education.

    Science.gov (United States)

    Taylor, Kay Ann; Robinson, Daniel C

    2009-01-01

    Women now dominate student enrollment in colleges of veterinary medicine in the USA, as well as in other countries. Projections indicate that this will remain a constant. The implications for teaching, learning, mentoring, leadership, professional development, student and faculty diversity, and curriculum structure are enormous. This article provides the groundwork for examining gender diversity in veterinary medical education. Women's development and ways of knowing are identified as paramount for understanding and benefiting students and faculty in their higher education experiences and in their professional lives. Seminal research focusing on women's development and ways of knowing is introduced, summarized, and contrasted to male-centered models, and implications for teaching practice are considered. Our underlying premise is that research about women's moral and intellectual development is relevant to veterinary education and supports the adoption of student-centered approaches to teaching and learning.

  5. Essential veterinary education in water-borne transmission of disease.

    Science.gov (United States)

    Bowman, D D

    2009-08-01

    In this paper, the author reviews the reasons for the current interest in waterborne transmission of infectious agents in the veterinary curriculum. In addition, the paper provides short summaries of some of the major zoonotic outbreaks that have caused this new interest in water-borne diseases. Some curricular recommendations are made, including: basic training in modern methodologies in microbiology; a brief introduction to water and sewage treatment, with some discussion of pathogens in relation to the basic treatment processes of flocculation, sedimentation, filtration, disinfection, denitrification and phosphorus removal; and an introduction to the regulations being promulgated to reduce the pathogen loading of water on farms.

  6. Canine neuroanatomy: Development of a 3D reconstruction and interactive application for undergraduate veterinary education.

    Science.gov (United States)

    Raffan, Hazel; Guevar, Julien; Poyade, Matthieu; Rea, Paul M

    2017-01-01

    Current methods used to communicate and present the complex arrangement of vasculature related to the brain and spinal cord is limited in undergraduate veterinary neuroanatomy training. Traditionally it is taught with 2-dimensional (2D) diagrams, photographs and medical imaging scans which show a fixed viewpoint. 2D representations of 3-dimensional (3D) objects however lead to loss of spatial information, which can present problems when translating this to the patient. Computer-assisted learning packages with interactive 3D anatomical models have become established in medical training, yet equivalent resources are scarce in veterinary education. For this reason, we set out to develop a workflow methodology creating an interactive model depicting the vasculature of the canine brain that could be used in undergraduate education. Using MR images of a dog and several commonly available software programs, we set out to show how combining image editing, segmentation and surface generation, 3D modeling and texturing can result in the creation of a fully interactive application for veterinary training. In addition to clearly identifying a workflow methodology for the creation of this dataset, we have also demonstrated how an interactive tutorial and self-assessment tool can be incorporated into this. In conclusion, we present a workflow which has been successful in developing a 3D reconstruction of the canine brain and associated vasculature through segmentation, surface generation and post-processing of readily available medical imaging data. The reconstructed model was implemented into an interactive application for veterinary education that has been designed to target the problems associated with learning neuroanatomy, primarily the inability to visualise complex spatial arrangements from 2D resources. The lack of similar resources in this field suggests this workflow is original within a veterinary context. There is great potential to explore this method, and introduce

  7. Canine neuroanatomy: Development of a 3D reconstruction and interactive application for undergraduate veterinary education.

    Directory of Open Access Journals (Sweden)

    Hazel Raffan

    Full Text Available Current methods used to communicate and present the complex arrangement of vasculature related to the brain and spinal cord is limited in undergraduate veterinary neuroanatomy training. Traditionally it is taught with 2-dimensional (2D diagrams, photographs and medical imaging scans which show a fixed viewpoint. 2D representations of 3-dimensional (3D objects however lead to loss of spatial information, which can present problems when translating this to the patient. Computer-assisted learning packages with interactive 3D anatomical models have become established in medical training, yet equivalent resources are scarce in veterinary education. For this reason, we set out to develop a workflow methodology creating an interactive model depicting the vasculature of the canine brain that could be used in undergraduate education. Using MR images of a dog and several commonly available software programs, we set out to show how combining image editing, segmentation and surface generation, 3D modeling and texturing can result in the creation of a fully interactive application for veterinary training. In addition to clearly identifying a workflow methodology for the creation of this dataset, we have also demonstrated how an interactive tutorial and self-assessment tool can be incorporated into this. In conclusion, we present a workflow which has been successful in developing a 3D reconstruction of the canine brain and associated vasculature through segmentation, surface generation and post-processing of readily available medical imaging data. The reconstructed model was implemented into an interactive application for veterinary education that has been designed to target the problems associated with learning neuroanatomy, primarily the inability to visualise complex spatial arrangements from 2D resources. The lack of similar resources in this field suggests this workflow is original within a veterinary context. There is great potential to explore this

  8. Developments in Veterinary Medical Education : Intentions, perceptions, learning processes and outcomes

    NARCIS (Netherlands)

    Jaarsma, A.D.C.|info:eu-repo/dai/nl/323051928

    2008-01-01

    The past decennia, veterinary medical education worldwide has gone through some rapid and major developments. Motivation for these developments were, among others, the explosion of (bio) medical knowledge, the related problem of curriculum overload and the mismatch between university and the

  9. The use of digital games and simulators in veterinary education: an overview with examples

    NARCIS (Netherlands)

    de Bie, M.; Lipman, L.J.A.|info:eu-repo/dai/nl/14008651X

    2012-01-01

    In view of current technological possibilities and the popularity of games, the interest in games for educational purposes is remarkably on the rise. This article outlines the (future) use of (digital) games and simulators in several disciplines, especially in the veterinary curriculum. The

  10. From theory to practice: integrating instructional technology into veterinary medical education.

    Science.gov (United States)

    Wang, Hong; Rush, Bonnie R; Wilkerson, Melinda; Herman, Cheryl; Miesner, Matt; Renter, David; Gehring, Ronette

    2013-01-01

    Technology has changed the landscape of teaching and learning. The integration of instructional technology into teaching for meaningful learning is an issue for all educators to consider. In this article, we introduce educational theories including constructivism, information-processing theory, and dual-coding theory, along with the seven principles of good practice in undergraduate education. We also discuss five practical instructional strategies and the relationship of these strategies to the educational theories. From theory to practice, the purpose of the article is to share our application of educational theory and practice to work toward more innovative teaching in veterinary medical education.

  11. Opportunities of Continuing Adult Education

    Directory of Open Access Journals (Sweden)

    Lidija Ušeckienė

    2011-04-01

    Full Text Available After becoming the member state of the European Union, Lithuania undertook all the obligations of a member state. One of them is the implementation of The Lisbon Strategy aiming at the worlds most dynamic and competitive knowledge– based economy by 2010. Under the strategy, a stronger economy will drive job creation, sustainable development, and social inclusion. These changes demand the modernisation of education systems in the E U states, Lithuania among them. To achieve this objective, political forces came to an agreement on the future of Lithuanian education. In 2003 The Seimas of the Republic of Lithuania approved of National Education Strategy 2003–2012. This strategy is special not only because it is based on the experiences of the reform, addresses current and future world’s challenges and opportunities, maintains links with other strategic national reforms, but also emphasises efforts to ensure quality lifelong education for Lithuanian population and striving to become a partner in modern knowledge-based economy. Therefore, an extensive discussion on lifelong education strategies on individual and institution levels in all spheres of social and personal life has started in the E U and Lithuania. Nowadays lifelong learning is not just one aspect of education and training; it gradually is becoming the most important principle in the continuum of complex learning contexts. Such vision must be implemented this decade. The object of the research: the preconditions for the development of continuing adult education. The aim of the research: to examine the peculiarities of the preconditions for the development of continuing adult education in Pakruojis region. The methods of the research: analysis of references and documents on education; an anonymous survey in written form (a questionnaire; statistical analysis of data. The sample. The research was conducted in Pakruojis region in January-April, 2006. 300 respondents of different age

  12. Veterinary education and students' attitudes towards animal welfare.

    Science.gov (United States)

    Paul, E S; Podberscek, A L

    2000-03-04

    Veterinary students at two British universities in their first preclinical, first clinical and final years of study, completed questionnaires designed to assess their attitudes towards the welfare of animals. These attitudes were divided into their two constituent components: emotional (emotional empathy with animals) and cognitive (belief in the sentience of animals). Analyses of variance revealed that the year of study was significantly related to the perceived sentience of dogs, cats and cows, with students in their later years of study rating them as having lower levels of sentience. The female students rated themselves as having significantly higher levels of emotional empathy with animals than did the male students. There was also a significant interaction between sex and year of study, the female students maintaining relatively high levels of empathy throughout the three years, whereas the male students showed lower levels of empathy in their later years.

  13. Competency-based veterinary education - An integrative approach to learning and assessment in the clinical workplace

    NARCIS (Netherlands)

    Bok, G.J.

    2014-01-01

    When graduating from veterinary school, veterinary professionals must be ready to enter the complex veterinary profession. Therefore, one of the major responsibilities of any veterinary school is to develop training programmes that support students’ competency development on the trajectory from

  14. How does emotional intelligence fit into the paradigm of veterinary medical education?

    Science.gov (United States)

    Timmins, Richard P

    2006-01-01

    The term ''emotional intelligence'' (EI) has become very popular in the business world and has recently infiltrated veterinary medical education. The term purports to encompass those qualities and skills that are not measured by IQ tests but do play an important role in achieving success in life. Veterinary medical educators often incorporate these in a category called ''non-technical competencies'' (which includes, for example, communication skills) and acknowledge that veterinarians need more training in this area in order to be successful. Although EI looks promising as a means for teaching these non-technical competencies to students and practitioners, there are some challenges to its application. To begin with, there are three competing models of EI that differ in definition and measuring instruments. Although some research has suggested that high EI is associated with success in school and in business, there are no studies directly correlating high EI with greater success in the veterinary profession. Nor have any studies confirmed that increasing a student's EI will improve eventual outcomes for that student. It is important that educators approach the implementation of new techniques and concepts for teaching non-technical competencies the same way they would approach teaching a new surgical technique or drug therapy. EI is an intriguing and promising construct and deserves dedicated research to assess its relevance to veterinary medical education. There are opportunities to investigate EI using case control studies that will either confirm or discredit the benefits of incorporating EI into the veterinary curriculum. Implementing EI training without assessment risks wasting limited resources and alienating students.

  15. Prevalence of onychectomy in cats presented for veterinary care near Raleigh, NC and educational attitudes toward the procedure.

    Science.gov (United States)

    Lockhart, Laura E; Motsinger-Reif, Alison A; Simpson, Wendy M; Posner, Lysa P

    2014-01-01

    The current prevalence of onychectomy (declawing) in cats is unknown, and education regarding the procedure appears to vary greatly among veterinary schools. The purpose of this project was to determine the prevalence of onychectomized cats near Raleigh, NC and to document the frequency and style (laboratory or lecture) with which the procedure is taught in USA veterinary schools. One thousand seven hundred ninety four cats ranging in age from 8 days to 21 years, of which 938 (52.3%) were female and 1719 (95.8%) were sterilized. Data were collected over a 10-week period regarding cats seen for appointments in five veterinary facilities (two cat-only, two general, and one tertiary). Data collection included signalment and onychectomy status. During this time, 28 veterinary schools were polled regarding education of veterinary students in onychectomy. Three hundred and seventy four (20.8%) cats had undergone onychectomy. A significantly higher percentage of declawed cats were seen in the general practices compared with the other practice types (p declawed. Less than 50% of veterinary schools in the USA include a mandatory lecture or laboratory to teach the procedure. There appears to be a discrepancy between the popularity of the onychectomy procedure and the emphasis placed on relevant instruction in veterinary schools in the USA. © 2013 Association of Veterinary Anaesthetists and the American College of Veterinary Anesthesia and Analgesia.

  16. Student Preparation and the Power of Visual Input in Veterinary Surgical Education: An Empirical Study.

    Science.gov (United States)

    Langebæk, Rikke; Nielsen, Søren Saxmose; Koch, Bodil Cathrine; Berendt, Mette

    2016-01-01

    In recent years, veterinary educational institutions have implemented alternative teaching methods, including video demonstrations of surgical procedures. However, the power of the dynamic visual input from videos in relation to recollection of a surgical procedure has never been evaluated. The aim of this study was to investigate how veterinary surgical students perceived the influence of different educational materials on recollection of a surgical procedure. Furthermore, we investigated if surgical technique was associated with a certain method of recollection or use of educational material. During a basic surgical skills course, 112 fourth-year veterinary students participated in the study by completing a questionnaire regarding method of recollection, influence of individual types of educational input, and homework preparation. Furthermore, we observed students performing an orchiectomy in a terminal pig lab. Preparation for the pig lab consisted of homework (textbook, online material, including videos), lecture, cadaver lab, and toy animal models in a skills lab. In the instructional video, a detail was used that was not described elsewhere. Results show that 60% of the students used a visual dynamic method as their main method of recollection and that video was considered the most influential educational input with respect to recollection of a specific procedure. Observation of students' performance during the orchiectomy showed no clear association with students' method of recollection but a significant association (p=.002) with educational input. Our results illustrate the power of a visual input and support prior findings that knowledge is constructed from multiple sources of information.

  17. The use of digital games and simulators in veterinary education: an overview with examples.

    Science.gov (United States)

    de Bie, M H; Lipman, L J A

    2012-01-01

    In view of current technological possibilities and the popularity of games, the interest in games for educational purposes is remarkably on the rise. This article outlines the (future) use of (digital) games and simulators in several disciplines, especially in the veterinary curriculum. The different types of game-based learning (GBL)-varying from simple interactive computer board games to more complex virtual simulation strategies-will be discussed as well as the benefits, possibilities, and limitations of the educational use of games. The real breakthrough seems to be a few years away. Technological developments in the future might diminish the limitations and stumbling blocks that currently exist. Consequently, educational games will play a new and increasingly important role in the future veterinary curriculum, providing an attractive and useful way of learning.

  18. Best evidence continuous medical education.

    Science.gov (United States)

    Raza, Amer; Coomarasamy, Arri; Khan, Khalid S

    2009-10-01

    Health care professionals need to approach their profession with a view to life long learning. They need to develop a strategy to meet their learning needs in a reflective and effective manner. Continuous medical educational (CME) is the traditional tool for learning and updating knowledge. Most of them are in the forms of courses, conferences, journal clubs and workshops. They are mostly didactic sessions and evidence suggests that they are not effective to improve the clinical skills and attitude. Systematic review of teaching evidence-based medicine shows that interactive and clinically integrated learning is the most effective form of learning. It enhances knowledge and skills. Professionals should view CME in a holistic manner in the context of continuous professional development (CPD) and even in the wider concept of knowledge translation, which encompasses both CME and CPD. e Learning is one of the most important forms of non-traditional CME. It provides an efficient and increasingly interactive delivery system that can handle complex and layered information. More work needs to be done to see its effectiveness for practising clinicians.

  19. Veterinary Technologists and Technicians

    Science.gov (United States)

    ... State & Area Data Explore resources for employment and wages by state and area for veterinary technologists and technicians. Similar Occupations Compare the job duties, education, job growth, and pay of veterinary technologists and ...

  20. Developing an online professional network for veterinary education: the NOVICE project.

    Science.gov (United States)

    Baillie, Sarah; Kinnison, Tierney; Forrest, Neil; Dale, Vicki H M; Ehlers, Jan P; Koch, Michael; Mándoki, Mira; Ciobotaru, Emilia; de Groot, Esther; Boerboom, Tobias B B; van Beukelen, Peter

    2011-01-01

    An online professional network for veterinarians, veterinary students, veterinary educationalists, and ICT (Information and Communication Technology) educationalists is being developed under the EU (European Union) Lifelong Learning Programme. The network uses Web 2.0, a term used to describe the new, more interactive version of the Internet, and includes tools such as wikis, blogs, and discussion boards. Focus groups conducted with qualified and student veterinarians within the project's five founding countries (The Netherlands, Germany, United Kingdom, Hungary, Romania) demonstrated that online professional communities can be valuable for accessing information and establishing contacts. Online networks have the potential to overcome common challenges to face-to-face communities-such as distance, cost, and timing-but they have their own drawbacks, such as security and professionalism issues. The Network Of Veterinary ICt in Education (NOVICE) was developed using Elgg, an open-source, free social networking platform, after several software options had been considered. NOVICE aims to promote the understanding of Web 2.0, confidence to use social software tools, and participation in an online community. Therefore, the Web site contains help sections, Frequently Asked Questions, and access to support from ICT experts. Five months after the network's launch (and just over one year into the project) 515 members from 28 countries had registered. Further research will include analysis of a core group's activities, which will inform ongoing support for and development of informal, lifelong learning in a veterinary context.

  1. Beyond NAVMEC: competency-based veterinary education and assessment of the professional competencies.

    Science.gov (United States)

    Hodgson, Jennifer L; Pelzer, Jacquelyn M; Inzana, Karen D

    2013-01-01

    The implementation of competency-based curricula within the health sciences has been an important paradigm shift over the past 30 years. As a result, one of the five strategic goals recommended by the North American Veterinary Medical Education Consortium (NAVMEC) report was to graduate career-ready veterinarians who are proficient in, and have the confidence to use, an agreed-upon set of core competencies. Of the nine competencies identified as essential for veterinary graduates, seven could be classified as professional or non-technical competencies: communication; collaboration; management (self, team, system); lifelong learning, scholarship, value of research; leadership; diversity and multicultural awareness; and adaptation to changing environments. Traditionally, the professional competencies have received less attention in veterinary curricula and their assessment is often sporadic or inconsistent. In contrast, the same or similar competencies are being increasingly recognized in other health professions as essential skills and abilities, and their assessment is being undertaken with enhanced scrutiny and critical appraisal. Several challenges have been associated with the assessment of professional competencies, including agreement as to their definition and therefore their evaluation, the fact that they are frequently complex and require multiple integrative assessments, and the ability and/or desire of faculty to teach and assess these competencies. To provide an improved context for assessment of the seven professional competencies identified in the NAVMEC report, this article describes a broad framework for their evaluation as well as specific examples of how these or similar competencies are currently being measured in medical and veterinary curricula.

  2. Instruction and Curriculum in Veterinary Medical Education: A 50-Year Perspective.

    Science.gov (United States)

    Fletcher, Oscar J; Hooper, Billy E; Schoenfeld-Tacher, Regina

    2015-01-01

    Our knowledge of veterinary medicine has expanded greatly over the past 50 years. To keep pace with these changes and produce competent professionals ready to meet evolving societal needs, instruction within veterinary medical curricula has undergone a parallel evolution. The curriculum of 1966 has given way, shifting away from lecture-laboratory model with few visual aids to a program of active learning, significant increases in case- or problem-based activities, and applications of technology, including computers, that were unimaginable 50 years ago. Curricula in veterinary colleges no longer keep all students in lockstep or limit clinical experiences to the fourth year, and instead have moved towards core electives with clinical activities provided from year 1. Provided here are examples of change within veterinary medical education that, in the view of the authors, had positive impacts on the evolution of instruction and curriculum. These improvements in both how and what we teach are now being made at a more rapid pace than at any other time in history and are based on the work of many faculty and administrators over the past 50 years.

  3. Teacher development: a patchwork-text approach to enhancing critical reflection in veterinary and para-veterinary educators.

    Science.gov (United States)

    Silva-Fletcher, Ayona; May, Hilary; Magnier, Kirsty M; May, Stephen A

    2014-01-01

    Reflection is an essential component of teacher-development programs, and reliable, valid methods to teach, assess, and evaluate reflection are critical. However, it is important that appropriate methods are created for and evaluated across multiple disciplinary backgrounds, as the participants' backgrounds are a major factor in the development of critical reflection. The patchwork-text approach is a narrative process that is predominantly focused on the personal development of the individual. The current study used the patchwork-text approach for the development of reflection in participants with a science background who had not used a reflective approach for personal development before. Twenty summative essays and 103 formative essays from 21 participants who underwent a 1-year higher-education teacher-development program were analyzed to assess whether the quality and quantity of reflective writing was enhanced through a regular, iterative process of reflective writing with feedback. The analysis of the essays involved the use of a predefined set of criteria for identifying the different reflective levels from 1 to 4 and the calculation of a reflective score to evaluate the overall development. The results show a clear improvement of higher-level critical thinking as the participants progressed through their course. Higher levels of reflection were achieved particularly where a unit focused on a familiar area for the participant as opposed to one in which the participant had less experience. The analysis provides evidence that the patchwork text is a useful method for development and evaluation of reflection in participants with a veterinary/animal-science base.

  4. Veterinary students' perceptions of their learning environment as measured by the Dundee Ready Education Environment Measure.

    Science.gov (United States)

    Pelzer, Jacquelyn M; Hodgson, Jennifer L; Werre, Stephen R

    2014-03-24

    The Dundee Ready Education Environment Measure (DREEM) has been widely used to evaluate the learning environment within health sciences education, however, this tool has not been applied in veterinary medical education. The aim of this study was to evaluate the reliability and validity of the DREEM tool in a veterinary medical program and to determine veterinary students' perceptions of their learning environment. The DREEM is a survey tool which quantitatively measures students' perceptions of their learning environment. The survey consists of 50 items, each scored 0-4 on a Likert Scale. The 50 items are subsequently analysed within five subscales related to students' perceptions of learning, faculty (teachers), academic atmosphere, and self-perceptions (academic and social). An overall score is obtained by summing the mean score for each subscale, with an overall possible score of 200. All students in the program were asked to complete the DREEM. Means and standard deviations were calculated for the 50 items, the five subscale scores and the overall score. Cronbach's alpha was determined for the five subscales and overall score to evaluate reliability. Confirmatory factor analysis was used to evaluate construct validity. 224 responses (53%) were received. The Cronbach's alpha for the overall score was 0.93 and for the five subscales were; perceptions of learning 0.85, perceptions of faculty 0.79, perceptions of atmosphere 0.81, academic self-perceptions 0.68, and social self-perceptions 0.72. Construct validity was determined to be acceptable (p learning environment. The four items identified as concerning originated from four of the five subscales, but all related to workload. Negative perceptions regarding workload is a common concern of students in health education programs. If not addressed, this perception may have an unfavourable impact on veterinary students' learning environment.

  5. Integrating the issues of global animal and public health into the veterinary education curriculum: a Latin American perspective.

    Science.gov (United States)

    Berruecos, J M; Zarco, L

    2009-08-01

    This paper describes the development of a consensus profile for the Latin American veterinarian, and its adoption as the basis for curricular change by veterinary schools in the region. The process has been conducted by three Pan American organisations: the Pan American Association of Veterinary Science, the Pan American Federation of Veterinary Schools, and the Pan American Council of Veterinary Education, with strong backing bythe Food and Agriculture Organization of the United Nations. Recommendations for curricular harmonisation have been issued that will facilitate student and academic exchanges and, above all, will guarantee that the graduates from participating colleges have the knowledge, competencies and skills to adequately perform in the different fields of veterinary medicine, including those most relevant to global animal and public health.

  6. Standards for Continuing Education in Nursing.

    Science.gov (United States)

    American Nurses' Association, New York, NY.

    The quality of health care depends to a large degree on the knowledge, skills, and attitudes of practicing nurses. Continuing education is one way nurses can maintain competence and meet the standards of their profession. Continuing education in nursing consists of planned learning experiences beyond a basic nursing educational program. Providers…

  7. Using educational games to engage students in veterinary basic sciences.

    Science.gov (United States)

    Buur, Jennifer L; Schmidt, Peggy L; Barr, Margaret C

    2013-01-01

    Educational games are an example of an active learning teaching technique based on Kolb's learning cycle. We have designed multiple games to provide concrete experiences for social groups of learners in the basic sciences. "Antimicrobial Set" is a card game that illustrates global patterns in antimicrobial therapy. "SHOCK!" is a card game designed to enhance student understanding of the four types of hypersensitivity reactions. After each game is played, students undergo a structured debriefing session with faculty members to further enhance their self-reflective skills. "Foodborne Outbreak Clue" utilizes the famous Parker Brothers® board game as a means to practice skills associated with outbreak investigation and risk assessment. This game is used as a review activity and fun application of epidemiologic concepts. Anecdotal feedback from students suggests that they enjoyed the activities. Games such as these can be easily implemented in large- or small-group settings and can be adapted to other disciplines as needed.

  8. Immunogenic virus-like particles continuously expressed in mammalian cells as a veterinary rabies vaccine candidate.

    Science.gov (United States)

    Fontana, Diego; Kratje, Ricardo; Etcheverrigaray, Marina; Prieto, Claudio

    2015-08-20

    Rabies is one of the most lethal infectious diseases in the world, with a mortality approaching 100%. There are between 60,000 and 70,000 reported annual deaths, but this is probably an underestimation. Despite the fact that there are vaccines available for rabies, there is a real need of developing more efficacious and cheaper vaccines. This is particularly true for veterinary vaccines because dogs are still the main vector for rabies transmission to human beings. In a previous work, we described the development and characterization of rabies virus-like particles (RV-VLPs) expressed in HEK293 cells. We showed that RV-VLPs are able to induce a specific antibodies response. In this work, we show that VLPs are able to protect mice against virus challenge. Furthermore, we developed a VLPs expressing HEK-293 clone (sP2E5) that grows in serum free medium (SFM) reaching high cell densities. sP2E5 was cultured in perfusion mode in a 5 L bioreactor for 20 days, and the RV-VLPs produced were capable of triggering a protective immune response without the need of concentration or adjuvant addition. Further, these VLPs are able to induce the production of rabies virus neutralizing antibodies. These results demonstrate that RV-VLPs are a promising rabies vaccine candidate. Copyright © 2015 Elsevier Ltd. All rights reserved.

  9. Implications of the foresight report for animal-welfare education and research: what are veterinary colleges teaching today about animal welfare?

    Science.gov (United States)

    Krehbiel, Janver D

    2010-01-01

    This article provides a brief overview of the American Association of Veterinary Medical Colleges' Foresight Project final report, Envisioning the Future of Veterinary Medical Education. Points of concern and recommendations specifically regarding animal-welfare education that surfaced in the final report are discussed. Also included is a summary of how six veterinary colleges are presently addressing animal welfare in their education and research programs.

  10. Nourishing Professional Practice: Continuing Education in Dietetics.

    Science.gov (United States)

    Kinneer, James W.

    The literature on continuing education (CE) in dietetics was reviewed. The review focused on the following: motivators and barriers for participation in continuing dietetic education, formats for CE in dietetics, and approaches to assessing learner needs. The role of professional associations, the existence of voluntary credentialing programs, the…

  11. Continuing Education on Dying and Death.

    Science.gov (United States)

    Chodil, Judith J.; Dulaney, Peggy E.

    1984-01-01

    "Dying and Death in Critical Care Practice" was a one-day continuing education offering designed for registered nurses who practiced in settings such as emergency rooms, intensive care units, coronary care units, and operating rooms. The workshop was part of a continuing education curriculum in critical care nursing. (SSH)

  12. Continuing Medical Education: Advanced Search

    African Journals Online (AJOL)

    Search tips: Search terms are case-insensitive; Common words are ignored; By default only articles containing all terms in the query are returned (i.e., AND is implied); Combine multiple words with OR to find articles containing either term; e.g., education OR research; Use parentheses to create more complex queries; e.g., ...

  13. Schistosomiasis | Mendelson | Continuing Medical Education

    African Journals Online (AJOL)

    ... Great River Valley found in the Gynaecological Papyrus of Kahun circa 1900BC is recognised as the first recorded description of the disease. Its geographical distribution continues to expand, a 5th human pathogenic schistosome, Schistosoma mekongi, having being described in Laos and Cambodia as recently as 1978.

  14. Educational Continuation by College Graduates.

    Science.gov (United States)

    Stolzenberg, Ross M.

    1994-01-01

    Reports on a study of the apparently paradoxical absence of background socioeconomic status (SES) effects on school continuation by college graduates. Finds results consistent with earlier studies of SES impact on schooling and explains the absence of parental SES effects on schooling beyond college. (CFR)

  15. The use of continuing adult education

    Science.gov (United States)

    Redd, Frank J.

    1990-01-01

    The objectives of the National Space Grant and Fellowship Program include the expansion of space-oriented educational programs beyond the traditional boundaries of university campuses to reach 'non-traditional' students whose personal and professional lives would be enhanced by access to such programs. These objectives coincide with those of the continuing education programs that exist on most university campuses. By utilizing continuing educations resources and facilities, members of the National Space Grant Program can greatly enhance the achievement of program objectives.

  16. An Overview of Continuing Interprofessional Education

    Science.gov (United States)

    Reeves, Scott

    2009-01-01

    Interprofessional education, continuing interprofessional education, interprofessional collaboration, and interprofessional care are moving to the forefront of approaches with the potential to reorganize the delivery of health professions education and health care practice. This article discusses 7 key trends in the scholarship and practice of…

  17. Providing Continuing Education for International Nurses.

    Science.gov (United States)

    Case, Debra L

    2015-10-01

    In an increasingly globalized world, providing continuing education (CE) for nurses is becoming a more common opportunity for U.S. educators. It is important for educators to provide CE programs in a culturally competent and sensitive environment. The challenges involved include effective communication, appropriate teaching methodologies, contextually appropriate content, and awareness of cultural-specific needs and customs. Copyright 2015, SLACK Incorporated.

  18. Mapping Antimicrobial Stewardship in Undergraduate Medical, Dental, Pharmacy, Nursing and Veterinary Education in the United Kingdom

    Science.gov (United States)

    Castro-Sánchez, Enrique; Drumright, Lydia N.; Gharbi, Myriam; Farrell, Susan; Holmes, Alison H.

    2016-01-01

    Objectives To investigate the teaching of antimicrobial stewardship (AS) in undergraduate healthcare educational degree programmes in the United Kingdom (UK). Participants and Methods Cross-sectional survey of undergraduate programmes in human and veterinary medicine, dentistry, pharmacy and nursing in the UK. The main outcome measures included prevalence of AS teaching; stewardship principles taught; estimated hours apportioned; mode of content delivery and teaching strategies; evaluation methodologies; and frequency of multidisciplinary learning. Results 80% (112/140) of programmes responded adequately. The majority of programmes teach AS principles (88/109, 80.7%). ‘Adopting necessary infection prevention and control precautions’ was the most frequently taught principle (83/88, 94.3%), followed by 'timely collection of microbiological samples for microscopy, culture and sensitivity’ (73/88, 82.9%) and ‘minimisation of unnecessary antimicrobial prescribing’ (72/88, 81.8%). The ‘use of intravenous administration only to patients who are severely ill, or unable to tolerate oral treatment’ was reported in ~50% of courses. Only 32/88 (36.3%) programmes included all recommended principles. Discussion Antimicrobial stewardship principles are included in most undergraduate healthcare and veterinary degree programmes in the UK. However, future professionals responsible for using antimicrobials receive disparate education. Education may be boosted by standardisation and strengthening of less frequently discussed principles. PMID:26928009

  19. Raising awareness of the hidden curriculum in veterinary medical education: a review and call for research.

    Science.gov (United States)

    Whitcomb, Tiffany L

    2014-01-01

    The hidden curriculum is characterized by information that is tacitly conveyed to and among students about the cultural and moral environment in which they find themselves. Although the hidden curriculum is often defined as a distinct entity, tacit information is conveyed to students throughout all aspects of formal and informal curricula. This unconsciously communicated knowledge has been identified across a wide spectrum of educational environments and is known to have lasting and powerful impacts, both positive and negative. Recently, medical education research on the hidden curriculum of becoming a doctor has come to the forefront as institutions struggle with inconsistencies between formal and hidden curricula that hinder the practice of patient-centered medicine. Similarly, the complex ethical questions that arise during the practice and teaching of veterinary medicine have the potential to cause disagreement between what the institution sets out to teach and what is actually learned. However, the hidden curriculum remains largely unexplored for this field. Because the hidden curriculum is retained effectively by students, elucidating its underlying messages can be a key component of program refinement. A review of recent literature about the hidden curriculum in a variety of fields, including medical education, will be used to explore potential hidden curricula in veterinary medicine and draw attention to the need for further investigation.

  20. Mapping Antimicrobial Stewardship in Undergraduate Medical, Dental, Pharmacy, Nursing and Veterinary Education in the United Kingdom.

    Directory of Open Access Journals (Sweden)

    Enrique Castro-Sánchez

    Full Text Available To investigate the teaching of antimicrobial stewardship (AS in undergraduate healthcare educational degree programmes in the United Kingdom (UK.Cross-sectional survey of undergraduate programmes in human and veterinary medicine, dentistry, pharmacy and nursing in the UK. The main outcome measures included prevalence of AS teaching; stewardship principles taught; estimated hours apportioned; mode of content delivery and teaching strategies; evaluation methodologies; and frequency of multidisciplinary learning.80% (112/140 of programmes responded adequately. The majority of programmes teach AS principles (88/109, 80.7%. 'Adopting necessary infection prevention and control precautions' was the most frequently taught principle (83/88, 94.3%, followed by 'timely collection of microbiological samples for microscopy, culture and sensitivity' (73/88, 82.9% and 'minimisation of unnecessary antimicrobial prescribing' (72/88, 81.8%. The 'use of intravenous administration only to patients who are severely ill, or unable to tolerate oral treatment' was reported in ~50% of courses. Only 32/88 (36.3% programmes included all recommended principles.Antimicrobial stewardship principles are included in most undergraduate healthcare and veterinary degree programmes in the UK. However, future professionals responsible for using antimicrobials receive disparate education. Education may be boosted by standardisation and strengthening of less frequently discussed principles.

  1. Mapping Antimicrobial Stewardship in Undergraduate Medical, Dental, Pharmacy, Nursing and Veterinary Education in the United Kingdom.

    Science.gov (United States)

    Castro-Sánchez, Enrique; Drumright, Lydia N; Gharbi, Myriam; Farrell, Susan; Holmes, Alison H

    2016-01-01

    To investigate the teaching of antimicrobial stewardship (AS) in undergraduate healthcare educational degree programmes in the United Kingdom (UK). Cross-sectional survey of undergraduate programmes in human and veterinary medicine, dentistry, pharmacy and nursing in the UK. The main outcome measures included prevalence of AS teaching; stewardship principles taught; estimated hours apportioned; mode of content delivery and teaching strategies; evaluation methodologies; and frequency of multidisciplinary learning. 80% (112/140) of programmes responded adequately. The majority of programmes teach AS principles (88/109, 80.7%). 'Adopting necessary infection prevention and control precautions' was the most frequently taught principle (83/88, 94.3%), followed by 'timely collection of microbiological samples for microscopy, culture and sensitivity' (73/88, 82.9%) and 'minimisation of unnecessary antimicrobial prescribing' (72/88, 81.8%). The 'use of intravenous administration only to patients who are severely ill, or unable to tolerate oral treatment' was reported in ~50% of courses. Only 32/88 (36.3%) programmes included all recommended principles. Antimicrobial stewardship principles are included in most undergraduate healthcare and veterinary degree programmes in the UK. However, future professionals responsible for using antimicrobials receive disparate education. Education may be boosted by standardisation and strengthening of less frequently discussed principles.

  2. An innovative approach to post-graduate education in veterinary public health.

    Science.gov (United States)

    Toribio, Jenny-Ann L M L; Forsyth, Hannah; Laxton, Ruth; Whittington, Richard J

    2009-01-01

    The past decade has seen a substantially increased need for animal health professionals who have advanced education in areas that impact on veterinary public health (VPH). The University of Sydney has made a significant contribution to the international capacity for training in this field by developing an online, distance program in Veterinary Public Health Management. This paper describes the distinctive characteristics of this program, which combines technical material in a range of units that influence VPH with leadership and project management. It then describes the educational model developed for delivery of its course material, including the four modalities that are structured to support engaged learning by busy animal health professionals who are working full-time (self-led, facilitator-led, peer-led, and assessment-led instructional approaches). Finally, having reflected on the efficacy of this model for post-graduate training in VPH, we discuss the progress of the program since its inception in 2002, reflecting on the challenges it has encountered and defining the factors that are critical to the success of this program.

  3. Educational Needs and Policies for Continuing Education.

    Science.gov (United States)

    Reguzzoni, Mario

    1994-01-01

    Comparisons of data for Italy and other European countries show that Italy has lower educational attainment for the 25-64 age group, shorter length of compulsory schooling, and less inservice training for employed adults. The Centre for the Study of Social Investment in Italy identified needs for functional literacy, supplementary and vocational…

  4. Post-postmodernism and Continuing Education.

    Science.gov (United States)

    Leicester, Mal

    2000-01-01

    Attempts to explore the epistemological dimensions of postmodernism. Develops a less problematic post-postmodern perspective, influenced by Wittgenstein. Notes how this perspective is consistent with theory and practice in adult and continuing education. (SK)

  5. Continuing Education Instrumentation Training in Clinical Chemistry.

    Science.gov (United States)

    LeBlanc, Jacqueline; Frankel, Saundra

    1980-01-01

    Describes the continuing education program for clinical chemistry instrumentation training established at The College of Staten Island, New York. A course consisting of 14 sessions is outlined and discussed. (CS)

  6. Continuing Education for Nurses that Incorporates Genetics.

    Science.gov (United States)

    Monsen, Rita Black; Anderson, Gwen

    1999-01-01

    Responses from 43 of 68 nursing specialty organizations surveyed showed only 30% intended to offer genetics programs in continuing-education offerings. None planned programming on consumer perspectives of genetic illnesses or gene mapping. (SK)

  7. The Role of Veterinary Education in Safety Policies for Animal-Assisted Therapy and Activities in Hospitals and Nursing Homes.

    Science.gov (United States)

    Linder, Deborah E; Mueller, Megan K; Gibbs, Debra M; Siebens, Hannah C; Freeman, Lisa M

    Animal-assisted activities (AAA) and animal-assisted therapy (AAT) programs are increasing in popularity, but current programs vary in their safety and health policies. Veterinarians can have an important role in ensuring the safety of both the animals and humans involved, but it is unclear how best to educate veterinary students to serve effectively in this role. Therefore, the goal of this study was to assess the knowledge gaps and perceptions of first-year veterinary students on health and safety aspects of AAA/AAT programs by administering a survey. This information could then guide future educational training in veterinary schools to address the knowledge gaps in this area. Formal education during the veterinary curriculum had not yet been provided to these students on AAA/AAT before the survey. Of 98 first-year veterinary students, 91 completed the survey. When asked about policies on visiting animals, 58% of students responded that nursing homes are required to have a policy and 67% responded that hospitals are required to have one. Three quarters of students reported that veterinarians, animal handlers, and facilities should share the responsibility for ensuring safe human-animal interaction in AAA/AAT programs. Most (82%) of the students responded that all or most national and local therapy animal groups prohibit animals that consume raw meat diets from participating in AAA/AAT programs. The results of this survey will help veterinary schools better identify knowledge gaps that can be addressed in veterinary curricula so future veterinarians will be equipped to provide appropriate public health information regarding AAA/AAT programs.

  8. A Novel Approach to Simulation-Based Education for Veterinary Medical Communication Training Over Eight Consecutive Pre-Clinical Quarters.

    Science.gov (United States)

    Englar, Ryane E

    Experiential learning through the use of standardized patients (SPs) is the primary way by which human medical schools teach clinical communication. The profession of veterinary medicine has followed suit in response to new graduates' and their employers' concerns that veterinary interpersonal skills are weak and unsatisfactory. As a result, standardized clients (SCs) are increasingly relied upon as invaluable teaching tools within veterinary curricula to advance relationship-centered care in the context of a clinical scenario. However, there is little to no uniformity in the approach that various colleges of veterinary medicine take when designing simulation-based education (SBE). A further complication is that programs with pre-conceived curricula must now make room for training in clinical communication. Curricular time constraints challenge veterinary colleges to individually decide how best to utilize SCs in what time is available. Because it is a new program, Midwestern University College of Veterinary Medicine (MWU CVM) has had the flexibility and the freedom to prioritize an innovative approach to SBE. The author discusses the SBE that is currently underway at MWU CVM, which incorporates 27 standardized client encounters over eight consecutive pre-clinical quarters. Prior to entering clinical rotations, MWU CVM students are exposed to a variety of simulation formats, species, clients, settings, presenting complaints, and communication tasks. These represent key learning opportunities for students to practice clinical communication, develop self-awareness, and strategize their approach to future clinical experiences.

  9. Perceptions of the Veterinary Profession among Human Health Care Students before an Inter-Professional Education Course at Midwestern University.

    Science.gov (United States)

    Englar, Ryane E; Show-Ridgway, Alyssa; Noah, Donald L; Appelt, Erin; Kosinski, Ross

    2017-11-03

    Conflicts among health care professionals often stem from misperceptions about each profession's role in the health care industry. These divisive tendencies impede progress in multidisciplinary collaborations to improve human, animal, and environmental health. Inter-professional education (IPE) may repair rifts between health care professions by encouraging students to share their professional identities with colleagues in unrelated health care disciplines. An online survey was conducted at Midwestern University (MWU) to identify baseline perceptions about veterinary medicine among entry-level human health care students before their enrollment in an inter-professional course. Participation was anonymous and voluntary. The survey included Likert-type scales and free-text questions. Survey participants expressed their interest in and respect for the discipline of veterinary medicine, but indicated that their unfamiliarity with the profession hindered their ability to collaborate. Twenty percent of human health care students did not know the length of a Doctor of Veterinary Medicine (DVM) program and 27.6% were unaware that veterinarians could specialize. Although 83.2% of participants agreed that maintaining the human-animal bond is a central role of the veterinary profession, veterinary contributions to stem cell research, food and water safety, public health, environmental conservation, and the military were infrequently recognized. If IPE is to successfully pave the way for multidisciplinary collaboration, it needs to address these gaps in knowledge and broaden the definition of veterinary practice for future human health care providers.

  10. Impact of Virtual Patients as Optional Learning Material in Veterinary Biochemistry Education.

    Science.gov (United States)

    Kleinsorgen, Christin; von Köckritz-Blickwede, Maren; Naim, Hassan Y; Branitzki-Heinemann, Katja; Kankofer, Marta; Mándoki, Míra; Adler, Martin; Tipold, Andrea; Ehlers, Jan P

    2017-09-08

    Biochemistry and physiology teachers from veterinary faculties in Hannover, Budapest, and Lublin prepared innovative, computer-based, integrative clinical case scenarios as optional learning materials for teaching and learning in basic sciences. These learning materials were designed to enhance attention and increase interest and intrinsic motivation for learning, thus strengthening autonomous, active, and self-directed learning. We investigated learning progress and success by administering a pre-test before exposure to the virtual patients (vetVIP) cases, offered vetVIP cases alongside regular biochemistry courses, and then administered a complementary post-test. We analyzed improvement in cohort performance and level of confidence in rating questions. Results of the performance in biochemistry examinations in 2014, 2015, and 2016 were correlated with the use of and performance in vetVIP cases throughout biochemistry courses in Hannover. Surveys of students reflected that interactive cases helped them understand the relevance of basic sciences in veterinary education. Differences between identical pre- and post-tests revealed knowledge improvement (correct answers: +28% in Hannover, +9% in Lublin) and enhanced confidence in decision making ("I don't know" answers: -20% in Hannover, -7.5% in Lublin). High case usage and voluntary participation (use of vetVIP cases in Hannover and Lublin >70%, Budapest motivation for the subject of biochemistry. Despite increased motivation, there was only a weak correlation between performance in final exams and performance in the vetVIP cases. Case-based e-learning could be extended and generated cases should be shared across veterinary faculties.

  11. Ethical Issues in Continuing Professional Education.

    Science.gov (United States)

    Lawler, Patricia Ann

    2000-01-01

    Continuing professional education practitioners often face ethical dilemmas regarding their obligations to multiple stakeholders and issues arising in new arenas such as the workplace, distance education, and collaboration with business. Codes of ethics can guide practice, but practitioners should also identify their personal core values system…

  12. An Anatomy of Continuing Interprofessional Education

    Science.gov (United States)

    Barr, Hugh

    2009-01-01

    Continuing interprofessional education is the means by which experienced health, social care, and other practitioners learn with, from, and about each other, formally and informally, to improve their collective practice and to cultivate closer collaboration. It applies principles of interprofessional education through media commonly employed in…

  13. Research Areas in Adult and Continuing Education

    Science.gov (United States)

    Zawacki-Richter, Olaf; Röbken, Heinke; Ehrenspeck-Kolasa, Yvonne; von Ossietzky, Carl

    2014-01-01

    This study builds upon a Delphi study carried out by Zawacki-Richter (2009) which posited a validated classification of research areas in the special area of distance education. We now replicate the study for the broader field of adult and continuing education (ACE). The aims of this paper are: firstly, to develop a categorisation of research…

  14. The SHEFC Review of Continuing Education.

    Science.gov (United States)

    Barr, Jean

    1996-01-01

    Critiques a Scottish proposal to convert liberal adult education into credit-bearing courses for funding purposes. Argues that this would reduce access and narrow curricular offerings for certain groups and that wholesale accreditation should not displace all other agendas and goals for adult and continuing education. (SK)

  15. Continuing Professional Education in the Military

    Science.gov (United States)

    Gleiman, Ashley; Zacharakis, Jeff

    2016-01-01

    The military relies on continuing professional education as a key component to the success of its organization. With decreasing budgets and increasing importance for a force that operates efficiently and thinks critically, the cognitive tension among training, education, and learning comes center stage.

  16. Learning characteristics of veterinary technology students in a distance-education and an on-campus program.

    Science.gov (United States)

    Varnhagen, Connie K; Wright, David L

    2008-01-01

    Distance-education programs have the potential to greatly increase the number of veterinary technicians. The demographic characteristics, readiness for independent and online learning, learning styles, and academic locus of control of a group of distance-education and on-campus veterinary technology students were examined. Distance-education students preferred independent learning and were more internally motivated to learn. Distance-education students with greater degrees of independence and internal motivation participated more fully, were more satisfied with their learning, and achieved higher grades. Students who preferred problem solving and active experimentation were particularly successful in distance education. These findings could have important implications for advising students interested in distance-education programs.

  17. A new educational resource to improve veterinary students' animal welfare learning experience.

    Science.gov (United States)

    Kerr, Annie J; Mullan, Siobhan M; Main, David C J

    2013-01-01

    A computer-aided learning (CAL) educational resource based on experiential learning principles has been developed. Its aim is to improve veterinary students' ability to critically review the effect on welfare of husbandry systems observed during their work placement on sheep farms. The CAL consisted of lectures, multiple-choice questions, video recordings of animals in various husbandry conditions, open questions, and concept maps. An intervention group of first-year veterinary students (N=31) was selected randomly to access the CAL before their sheep farm placement, and a control group (N=50) received CAL training after placement. Assessment criteria for the categories remember, understand, apply, analyze, evaluate, and create, based on Bloom's revised taxonomy, were used to evaluate farm reports submitted by all students after their 2-week placement. Students in the intervention group were more likely than their untrained colleagues (panimal-based measurements relating to the freedom from hunger and thirst; the freedom from discomfort; and the freedom from pain, injury, or disease. Intervention group students were also more likely to analyze the freedom from pain, injury, or disease and the freedom to exhibit normal behavior and to evaluate the freedom from fear and distress. Relatively few students in each group exhibited creativity in their reports. These findings indicate that use of CAL before farm placement improved students' ability to assess and report animal welfare as part of their extramural work experience.

  18. Differential Impact of Unguided versus Guided Use of a Multimedia Introduction to Equine Obstetrics in Veterinary Education

    Science.gov (United States)

    Govaere Jan, L. J.; de Kruif, Aart; Valcke, Martin

    2012-01-01

    In view of supporting the study of the complex domain of equine obstetrics, a Foal"in"Mare multimedia package with 3D designs has been developed. The present study centers on questions as to the most optimal implementation of the multimedia package in veterinary education. In a pretest-posttest cross-over design, students were randomly assigned to…

  19. Continuing professional development for educational psychologists

    OpenAIRE

    2015-01-01

    M.Ed. The aim of this study was to describe the most prominent needs for Continuing Professional Development (CPD) amongst Educational Psychologists in South Africa, in order to provide guidelines for further provision of CPD activities. This was done by implementing a questionnaire in a cross-sectional survey. The questionnaire was mailed to an initial sample of 1000 (out of 1100) registered Educational Psychologists, whose details were obtained from the Health Professions Council of Sout...

  20. Innovation in veterinary medical education: the concept of 'One World, One Health' in the curriculum of the Faculty of Veterinary Medicine at the University of Calgary.

    Science.gov (United States)

    Cribb, A; Buntain, B

    2009-08-01

    'One World, One Health' is a foundation concept in veterinary medicine, much like comparative medicine. However, teachers of veterinary medicine often fail to identify it or speak of its importance within the veterinary curriculum. The resurgence of interest in the 'One World, One Health' concept aligns well with the underlying principles on which the University of Calgary Faculty of Veterinary Medicine (UCVM) has been newly founded. This concept is therefore a key component of the UCVM programme, and one that is well highlighted for those studying in the Doctor of Veterinary Medicine (DVM) course and graduate students.

  1. Using modern information technologies in continuing education

    Directory of Open Access Journals (Sweden)

    Магомедхан Магомедович Ниматулаев

    2012-06-01

    Full Text Available Article opens problems of formation of system of continuous education and improvement of professional skill for effective realization of professional work of the teacher in the conditions of use of modern information technology. Possibilities and necessities of use of information-communication technologies, Web-technologies for an intensification and giving of additional dynamics to educational process are considered. In this connection new forms and methods of the organization of educational activity for development and perfection of this activity are defined.

  2. Marketing Continuing Education: A Study of Price Strategies. Occasional Papers in Continuing Education, No. 11.

    Science.gov (United States)

    Lamoureux, Marvin E.

    The objective of the study conducted at the Centre for Continuing Education (CCE) at the University of British Columbia was to determine that threshold pricing not only existed for continuing education courses, but also was applicable to an administrative decision-making structure. The first part of the three-part investigation analyzed consumer…

  3. Mathematics Education and Continuous Assessment in Ghanaian ...

    African Journals Online (AJOL)

    The last decade or so has seen major developments in the policy and practice of assessment in this country. The introduction of the criterion-referenced assessment scheme at the primary school level as well as the use of continuous assessment at almost all levels of education in Ghana reflects fundamental new ...

  4. Review article: Ethnomusicology and music education: Continuing ...

    African Journals Online (AJOL)

    This review article further explores the nexus between music education and African music/(ethno)musicology that continues the dialogue between the disciplines of musicology and ethnomusicology initiated by Susan Harrop-Allin in SAMUS vol. 25 109-24). Although there has been an explosion of literature over the last five ...

  5. Online Continuing Medical Education in Saudi Arabia

    Science.gov (United States)

    Alwadie, Adnan D.

    2013-01-01

    As the largest country in the Middle East, Saudi Arabia and its health care system are well positioned to embark on an online learning intervention so that health care providers in all areas of the country have the resources for updating their professional knowledge and skills. After a brief introduction, online continuing medical education is…

  6. Google Scholar and the Continuing Education Literature

    Science.gov (United States)

    Howland, Jared L.; Howell, Scott; Wright, Thomas C.; Dickson, Cody

    2009-01-01

    The recent introduction of Google Scholar has renewed hope that someday a powerful research tool will bring continuing education literature more quickly, freely, and completely to one's computer. The authors suggest that using Google Scholar with other traditional search methods will narrow the research gap between what is discoverable and…

  7. Determination Effective Elements of Continuing Interprofessional Education Models

    OpenAIRE

    Leila Safabakhsh; Alireza Irajpour; Nikoo Yamani

    2017-01-01

    Background: Traditional continuing education (CE) approaches have limited impact on patient management and outcomes. Continuing interprofessional education is an innovated educational approach that can improve patient care and outcomes related to health care. There is a need to provide guidance to continuing education professionals in the development, implementation, and evaluation of continuing interprofessional education activities. Objectives: This study attempted to identity effective ele...

  8. 76 FR 80878 - Solicitation of Veterinary Shortage Situation Nominations for the Veterinary Medicine Loan...

    Science.gov (United States)

    2011-12-27

    ... the American Veterinary Medical Association (JAVMA), and sponsored by the Food Supply Veterinary... by the American Veterinary Medical Association (AVMA) in the spring of 2009, the average educational... grateful to the Association of American Veterinary Medical Colleges (AAVMC), the American Veterinary...

  9. 76 FR 5131 - Solicitation of Nomination of Veterinary Shortage Situations for the Veterinary Medicine Loan...

    Science.gov (United States)

    2011-01-28

    ... the American Veterinary Medical Association (JAVMA), and sponsored by the Food Supply Veterinary... by the American Veterinary Medical Association (AVMA) in the spring of 2009, the average educational... grateful to the Association of American Veterinary Medical Colleges (AAVMC), the American Veterinary...

  10. Evaluating veterinary practitioner perceptions of communication skills and training.

    Science.gov (United States)

    McDermott, M P; Cobb, M A; Tischler, V A; Robbé, I J; Dean, R S

    2017-03-25

    A survey was conducted among veterinary practitioners in the UK and the USA in 2012/2013. Thematic analysis was used to identify underlying reasons behind answers to questions about the importance of communication skills and the desire to participate in postgraduate communication skills training. Lack of training among more experienced veterinary surgeons, incomplete preparation of younger practitioners and differences in ability to communicate all contribute to gaps in communication competency. Barriers to participating in further communication training include time, cost and doubts in the ability of training to provide value. To help enhance communication ability, communication skills should be assessed in veterinary school applicants, and communication skills training should be more thoroughly integrated into veterinary curricula. Continuing education/professional development in communication should be part of all postgraduate education and should be targeted to learning style preferences and communication needs and challenges through an entire career in practice. British Veterinary Association.

  11. Reaching beyond our walls: library outreach to veterinary practitioners.

    Science.gov (United States)

    Sewell, Robin R; Funkhouser, Norma F; Foster, Christine L

    2011-01-01

    The Texas A&M University Medical Sciences Library (MSL) supports lifelong learning for Texas veterinarians and College of Veterinary Medicine and Biomedical Sciences (CVMBS) alumni through several ongoing outreach efforts. The MSL provides free document delivery and literature search services to practicing veterinarians in support of patient care. The MSL also responded to unique opportunities to expand services and increase its visibility through collaborations with the American Association of Equine Practitioners and CABI, provider of VetMed Resource. The MSL continues to explore ways to expand its mission-critical veterinary outreach work and market library services to veterinarians through participation in continuing education, regional meetings, and veterinary student instruction.

  12. Management, Entrepreneurship and Private Service Orientation: A Framework for Undergraduate Veterinary Education

    Science.gov (United States)

    Sasidhar, P. V. K.; Van Den Ban, Anne W.

    2006-01-01

    The changing nature of livestock outreach service delivery, manpower requirements and opportunities in the private sector provide both push and pull dynamics for veterinary graduates to engage in managerial, entrepreneurial, public and private service activities. The veterinary schools should support this transition by integrating Managerial,…

  13. Integrating the issues of global and public health into the veterinary education curriculum: a European perspective.

    NARCIS (Netherlands)

    Lipman, L.J.A.|info:eu-repo/dai/nl/14008651X; van Knapen, F.|info:eu-repo/dai/nl/070114749

    2010-01-01

    Veterinary public health is an essential field in public health activities, based upon veterinary skills, knowledge and resources and which aims to protect and improve human health and welfare. This discipline has evolved through three stages, beginning with the fight against animal diseases, moving

  14. Continuous Certification Within Residency: An Educational Model.

    Science.gov (United States)

    Rachlin, Susan; Schonberger, Alison; Nocera, Nicole; Acharya, Jay; Shah, Nidhi; Henkel, Jacqueline

    2015-10-01

    Given that maintaining compliance with Maintenance of Certification is necessary for maintaining licensure to practice as a radiologist and provide quality patient care, it is important for radiology residents to practice fulfilling each part of the program during their training not only to prepare for success after graduation but also to adequately learn best practices from the beginning of their professional careers. This article discusses ways to implement continuous certification (called Continuous Residency Certification) as an educational model within the residency training program. Copyright © 2015 AUR. Published by Elsevier Inc. All rights reserved.

  15. Lessons of history in veterinary medicine.

    Science.gov (United States)

    Smith, Donald F

    2013-01-01

    The future of veterinary medicine is best understood in the context of history. What began as a profession rooted in urban centers in proximity to horses, physicians, and medical schools, was transformed into a land grant-based agricultural profession with the arrival of the internal combustion engine in the early twentieth century. Most of the United States' current veterinary colleges are still located in towns or small cities in the middle section of the country, outside the largest metropolitan areas where most veterinarians practice companion-animal medicine. Throughout veterinarian history, substantial numbers of US students have been educated in foreign colleges and this continues today, creating an even greater geographic imbalance between the veterinary educational process and US population centers and major medical schools. Three themes deserve special attention as we celebrate the profession's 150th anniversary. We must first move beyond the land-grant culture and develop a more geographically balanced approach to establishing new veterinary colleges that are also in closer association with schools of medicine and public health. We must also facilitate more opportunities for women leadership in organized veterinary medicine, in practice ownership, in academia, and in the corporate structures that educate, hire, and interface with veterinarians. Finally, we need to expand our understanding of One Health to include the concept of zooeyia (the role of animals in promoting human health), as well as continue to emphasize veterinarians' special roles in the control and management of zoonotic diseases and in advancing comparative medicine in the age of the genome.

  16. VIRTUAL ENVIRONMENT FOR CONTINUING MEDICAL EDUCATION

    Directory of Open Access Journals (Sweden)

    Sorana D. BOLBOACA

    2007-01-01

    Full Text Available The rapid development of communication and information technologies lead to the changes in continuing medical education by offering the possibility to move up-to-date medical information through Internet to the physicians. The main goal of this study was to create a virtual space for continuing medical education. In this context, a number of computer-assisted tools for instruction, evaluation and utilization in daily activity have been developed and integrated into a unitary system. The main imposed specifications of the system were accessibility, integrity, availability, and security.This report describes the characteristics of tables design and organization, and of system integration. The security level was imposed for assuring the accessibility of each physician to medical information useful in his or her activity and the knowledge database development.

  17. Continuing medical education in Turkey: Recent developments

    Directory of Open Access Journals (Sweden)

    Yaman Hakan

    2002-06-01

    Full Text Available Abstract Background The Turkish Association of Medicine founded a Continuing Medical Education Accreditation Committee in 1993 to evaluate and accredit scientific meetings and publications. The aims of this project were to raise the standards of meetings and to introduce compulsory revalidation and re-certification for physicians in Turkey. Discussion Since the year 1994, 2348 applications to the Continuing Medical Education board have been made (mostly for scientific meetings, and 95% of these applications have been accepted. Physicians received 139.014 credits during this time. This number is increasing every year. Meeting organisers' demand for such a kind of evaluation is increasing, because participants increasingly request it. Summary Efforts for revalidation and re-certification of physicians have not been completely successful yet. In the near future the Co-ordination Council of Medical Speciality Societies is going to oblige member associations to establish speciality boards. This will be the first step to the conventional use of Continuing Medical Education credits in occupational evaluation. Time-limited re-certification of physicians is the principal goal of Turkish Medical Association. Efforts to implement this change in legislation are being made.

  18. Informing web-based communication curricula in veterinary education: a systematic review of web-based methods used for teaching and assessing clinical communication in medical education.

    Science.gov (United States)

    Artemiou, Elpida; Adams, Cindy L; Toews, Lorraine; Violato, Claudio; Coe, Jason B

    2014-01-01

    We determined the Web-based configurations that are applied to teach medical and veterinary communication skills, evaluated their effectiveness, and suggested future educational directions for Web-based communication teaching in veterinary education. We performed a systematic search of CAB Abstracts, MEDLINE, Scopus, and ERIC limited to articles published in English between 2000 and 2012. The review focused on medical or veterinary undergraduate to clinical- or residency-level students. We selected studies for which the study population was randomized to the Web-based learning (WBL) intervention with a post-test comparison with another WBL or non-WBL method and that reported at least one empirical outcome. Two independent reviewers completed relevancy screening, data extraction, and synthesis of results using Kirkpatrick and Kirkpatrick's framework. The search retrieved 1,583 articles, and 10 met the final inclusion criteria. We identified no published articles on Web based communication platforms in veterinary medicine; however, publications summarized from human medicine demonstrated that WBL provides a potentially reliable and valid approach for teaching and assessing communication skills. Student feedback on the use of virtual patients for teaching clinical communication skills has been positive,though evidence has suggested that practice with virtual patients prompted lower relation-building responses.Empirical outcomes indicate that WBL is a viable method for expanding the approach to teaching history taking and possibly to additional tasks of the veterinary medical interview.

  19. The Hidden Curriculum of Veterinary Education: Mediators and Moderators of Its Effects.

    Science.gov (United States)

    Roder, Carrie A; May, Stephen A

    The "hidden curriculum" has long been supposed to have an effect on students' learning during their clinical education, and in particular in shaping their ideas of what it means to be a professional. Despite this, there has been little evidence linking specific changes in professional attitudes to the individual components of the hidden curriculum. This study aimed to recognize those components that led to a change in students' professional attitudes at a UK veterinary school, as well as to identify the attitudes most affected. Observations were made of 11 student groups across five clinical rotations, followed by semi-structured interviews with 23 students at the end of their rotation experience. Data were combined and analyzed thematically, taking both an inductive and deductive approach. Views about the importance of technical competence and communication skills were promoted as a result of students' interaction with the hidden curriculum, and tensions were revealed in relation to their attitudes toward compassion and empathy, autonomy and responsibility, and lifestyle ethic. The assessment processes of rotations and the clinical service organization served to communicate the messages of the hidden curriculum, bringing about changes in student professional attitudes, while student-selected role models and the student rotation groups moderated the effects of these influences.

  20. Assessment of continuing interprofessional education: lessons learned.

    Science.gov (United States)

    Simmons, Brian; Wagner, Susan

    2009-01-01

    Although interprofessional education (IPE) and continuing interprofessional education (CIPE) are becoming established activities within the education of health professions, assessment of learners continues to be limited. Arguably, this in part is due to a lack of IPE and CIPE within in the clinical workplace. The accountability of interprofessional teams has been driven by quality assurance and patient safety, though sound assessment of these activities has not yet been achieved. The barriers to team assessment in CIPE appear related to access and resources. Simulated team training and assessment are expensive, and because of staffing shortages, learning in clinical practice is often the only way forward, but is obviously not ideal. Despite these difficulties, the principles of assessment should be adhered to in any CIPE program. This article explores key issues related to the assessment of CIPE. It reflects on processes of designing and introducing an IPE activity into an existing university curriculum and focuses on determining the purpose of the assessment and the use of collaborative competencies to help determine assessment. The article also discusses the use of an assessment blueprint to ensure that learners are exposed to the relevant collaborative competencies. In addition, the article discusses the use of multiple assessment methods and the potential of simulation in the assessment of CIPE.

  1. Teaching veterinary internal medicine in China.

    Science.gov (United States)

    Li, Jiakui; Guo, Dingzong; Zhou, Donghai; Wu, Xiaoxiong

    2011-01-01

    Veterinary internal medicine (VIM) is a core subject and important clinical discipline for undergraduate students of veterinary science. The present paper reviews current information about the teaching of VIM, presents a description of the veterinary science curriculum, suggests methods to improve the quality of VIM teaching in China, and describes difficulties, problems, and trends in veterinary education in China.

  2. Veterinary education for global animal and public health, D.A. Walsh : book review

    Directory of Open Access Journals (Sweden)

    C.M.E. McCrindle

    2010-05-01

    Full Text Available This 28th annual volume published by the World Organisation for Animal Health (OIE, addresses the need for a global shift in the way veterinary students are taught veterinary public health (VPH. As well as taking the lead in prevention and control of animal diseases, the OIE develops health and welfare standards to promote food security and equitable international trade in animals and animal products.

  3. The Librarian's Contribution to Continuing Medical Education.

    Science.gov (United States)

    Gerber, Andrew L

    2017-01-01

    At many hospitals, including Robert Wood Johnson (RWJ) University Hospital Rahway, librarians facilitate continuing medical education (CME) programs, sometimes working in that capacity as much as in their traditional librarian functions such as reference, research, cataloging, and bibliographic instruction. This column traces the relationship between the two aspects of the RWJ Rahway's CME coordinator and health sciences librarian's job to demonstrate that, because of their duties and skills, medical librarians can meaningfully contribute to hospitals' CME programs. The worlds of librarianship and CME are further connected by the same goal: the dissemination of information.

  4. Nurses' perceptions of online continuing education

    Directory of Open Access Journals (Sweden)

    Karaman Selcuk

    2011-10-01

    Full Text Available Abstract Background There is increasing attention to online learning as a convenient way of getting professional training. The number and popularity of online nursing continuing education programs are increasing rapidly in many countries. Understanding these may contribute to designing these programs to maximize success. Also, knowing the perceptions and preferences in online learning aids development and orientation of online programs. The aims of this study are to show nurses' perceptions of online continuing education and to determine perceptions of various groups; area groups, working companies, frequency of computer usage and age. Methods The survey method was used in this quantitative study to reveal perception levels and relationship with related variables. Data were collected through an online instrument from a convenience sample of 1041 Registered Nurses (RNs at an online bachelor's degree program. Descriptive and inferential analysis techniques were performed. Results Nurses generally have positive perceptions about online learning (X = 3.86; SD = 0.48. A significant difference was seen between nurses who used computers least and those with the highest computer usage [F (3, 1033 = 3.040; P r = -.013; P > .05 and r = -.036; P > .05, respectively. Nurses' perceptions are significantly different depending on the settings where they work [F (3,989 = 3.193; P X = 3.82; SD = .51 and those living in rural areas (X = 3.88; SD = .47 was not significant [t (994 = -1.570, P > .05]. Conclusions We found that nurses regard online learning opportunities as suitable for their working conditions and needs. Nurses should be provided with continued training through online learning alternatives, regardless of age, working experience or area of residence.

  5. Assessment of burnout in veterinary medical students using the Maslach Burnout Inventory-Educational Survey: a survey during two semesters.

    Science.gov (United States)

    Chigerwe, Munashe; Boudreaux, Karen A; Ilkiw, Jan E

    2014-11-28

    Burnout among veterinary students can result from known stressors in the absence of a support system. The objectives of this study were to evaluate use of the Maslach Burnout Inventory-Educator Survey (MBI-ES) to assess burnout in veterinary students and evaluate the factors that predict the MBI-ES scores. The MBI-ES was administered to first (Class of 2016) and second year (Class of 2015) veterinary medical students during the 2012-2013 academic year in the fall and spring semesters. Factor analysis and test reliability for the survey were determined. Mean scores for the subscales determining burnout namely emotional exhaustion (EE), depersonalization (DP) and lack of personal accomplishment (PA) were calculated for both classes in the 2 semesters. Multiple regression analysis was performed to evaluate other factors that predict the MBI-ES scores. A non-probability sampling method was implemented consisting of a voluntary sample of 170 and 123 students in the fall and spring semesters, respectively. Scores for EE, DP and PA were not different between the 2 classes within the same semester. Mean ± SD scores for EE, DP and PA for the fall semester were 22.9 ± 9.6, 5.0 ± 4.8 and 32.3 ± 6.7, respectively. Mean ± SD scores for EE, DP and PA the spring semester were 27.8 ± 10.7, 6.5 ± 6.1and 31.7 ± 6.8, respectively. The EE score was higher in spring compared to fall while DP and PA scores were not different between the 2 semesters. Living arrangements specifically as to whether or not a student lived with another veterinary medical students was the only variable significantly associated with the MBI-ES scores. Students in this study had moderate levels of burnout based on the MBI-ES scores. The MBI-ES was an acceptable instrument for assessing burnout in veterinary medical students. The EE scores were higher in the spring semester as compared to the fall semester. Thus students in the first and second years of veterinary school under the current curriculum

  6. Welcome to Veterinary Medicine: Research and Reports

    OpenAIRE

    Musser JMB

    2011-01-01

    Musser Jeffrey MBDepartment of Veterinary Pathobiology, College of Veterinary Medicine, Texas A&M University, TX, USAThis year marks the 250th anniversary of the Royal Veterinary School in Lyon, France, the world's first veterinary college. Since its inception, many changes have occurred in veterinary medicine such as views on education and didactic learning, demographics of our profession, and standards of practice in animal husbandry, medicine, surgery, anesthesia, and vacci...

  7. Essential veterinary education in zoological and wildlife medicine: a global perspective.

    Science.gov (United States)

    Aguirre, A A

    2009-08-01

    The current veterinary curriculum leaves graduates ill-equipped for careers in the field of zoological and wildlife medicine. Further postgraduate training is required to be an effective zoo or wildlife veterinarian. However, whether or not students choose to specialise in this field at a later date, the veterinary curriculum should cover several issues that are related to wildlife and zoo animals, including conservation biology, zoology, behaviour, physiology and conservation medicine. These subjects are essential, as we are preparing students to work in a world in which there is a global trade in wild animals, an increasing number of emerging infectious diseases and numerous environmental threats (habitat fragmentation, climate change) linked to anthropogenic change. Veterinary students should also be exposed to new opportunities to identify field and laboratory tools for the management and possible treatment of diseases in captive and wild populations and ecosystems using both in situ and ex situ approaches to conservation.

  8. Educating medical students: lessons from research in continuing education.

    Science.gov (United States)

    Mann, K V

    1994-01-01

    Creating a true continuum of medical education from admission to medical school throughout a lifetime of professional learning is easier said than done. To do so, the various components on the continuum must be explored to determine where appropriate links might be made. The author considers selected concepts and evidence from the theory and practice underlying continuing medical education (CME) and continuing professional education (CPE) insofar as CME and CPE can inform undergraduate medical curricula, including its current innovations. Five conceptual and empirical approaches from CME and CPE are discussed in detail: social learning theory, how physicians learn and change, competence in business and the professions, how professionals learn in practice, and lifelong self-directed learning. Then the author describes the implications of these approaches for the ongoing development of undergraduate medical education. (1) The entire learning environment, and not merely discrete aspects such as curriculum content, must be examined and fully utilized to benefit learning. (2) The importance of the contexts in which learning occurs must be emphasized in several ways. (3) Learning should be centered around clinical problems. (4) The many benefits of small-group learning and other ways of learning from colleagues should be emphasized. (5) The undergraduate curriculum should emphasize the development of students' feelings of self-efficacy to ensure that students become physicians who are confident about their abilities. (6) CME research and CPE research reinforce the efforts in undergraduate medical education to emphasize the early development of students' process skills as well as content mastery.

  9. Organization development strategies for continuing medical education.

    Science.gov (United States)

    Knox, A B; Underbaake, G; McBride, P E; Mejicano, G C

    2001-01-01

    The purpose of this study was to identify organizational strategies for improving staff performance in primary care practices. The study rationale was based on theory, research, and practice regarding educational interventions that help people help themselves. Analysis of qualitative and quantitative data produced both plausible explanations of organizational change and implications for future efforts. The Health Education and Research Trial (HEART) Project was an experimental study designed to improve prevention services for cardiovascular disease. Primary care clinics were randomized into four experimental treatments. Two representative practices from each treatment arm were chosen for an in-depth cross-case analysis. Extensive data from each selected practice included patient medical record reviews and questionnaires, interviews and questionnaires from physicians and clinic staff, project records, and follow-up interviews. After detailed case descriptions were created for each practice, a cross-case analysis was performed. Each practice improved cardiovascular prevention services somewhat. However, there was a great range of impact, likely reflecting both experimental intervention and local contingencies. Eight positive influences were identified: effective leadership, priority setting, joint planning, cooperation and teamwork, acquisition of resources, increased support and ownership, accomplishment of improvements, and personal changes. Major influences that hindered improvement included patient load, turmoil related to reorganization, lack of wide-spread routines, hospital-affiliated practice, poor communication, and fragmentation within a clinic. Continuing medical education providers can enhance preventive services to improve patient health status by promoting organizational change. Suggested strategies supported by this study include selecting able leaders, focusing on accomplishments, obtaining agreement on prevention priorities, addressing local

  10. The Role of Motivation in Continuing Education for Pharmacists

    NARCIS (Netherlands)

    Tjin a Tsoi, Sharon

    2017-01-01

    Healthcare professionals, including pharmacists, need to continuously update their knowledge and are, therefore, expected to participate in Continuing Education (CE) and Continuous Professional Development (CPD) activities on a regular basis. Lack of intrinsic (or autonomous) motivation appears to

  11. Students' perception of case-based continuous assessment and multiple-choice assessment in a small animal surgery course for veterinary medical students.

    Science.gov (United States)

    Sample, Susannah J; Bleedorn, Jason A; Schaefer, Susan L; Mikla, Amy; Olsen, Christopher W; Muir, Peter

    2014-05-01

    To determine the relationship between students' perceptions of 2 assessment methods and academic performance. A 2-year prospective survey study in a 4-year Doctor of Veterinary Medicine (DVM) curriculum. Year 3 DVM students (n = 44). An assessment of learning gain questionnaire was used to investigate students' perceptions regarding multiple-choice examination (MCE) versus take-home case-based continuous assessment (CA) in a 3rd year small animal surgery lecture course. Academic performance and student assessment of learning gain in the 2 course components were compared. Relationships between student perceptions and academic performance were examined. A follow-up survey was conducted during clinical rotations in 4th year to determine change in student perceptions over time. Academic performance in 3rd year was significantly enhanced by use of CA, particularly for students with weaker grades. Academic performance in 4th year clinical rotations was not closely related to 3rd year performance. Many students preferred an instructional approach with provision of comprehensive notes and assessment with multiple-choice questions based on the notes. However, students recognized that feedback on work submitted for CA grading significantly facilitated learning. Student assessment of learning gain was correlated with academic performance in the 3rd year course component examined by CA, but not the component assessed using MCE. Our data suggest that perceptions of learning gain, academic accomplishment, and clinical performance in 4th year are weakly correlated. Teachers should better explain to veterinary students that learning to be a clinician is more than replication of knowledge. © Copyright 2014 by The American College of Veterinary Surgeons.

  12. Career Influences, Educational Experiences, and Professional Attitudes of Women and Men in Veterinary Medicine.

    Science.gov (United States)

    Andberg, Wendy L.; And Others

    1979-01-01

    A college of veterinary medicine in a large state university compared its male and female students and found differences in the influences on their career choice and in their academic experiences, gender-role expectations and conflicts, attitudes regarding professional dedication and competence, and need for support services. (Author)

  13. Veterinary education in South Africa : the classes of 1938 and 1939 : historical article

    Directory of Open Access Journals (Sweden)

    R. D. Bigalke

    2011-05-01

    Full Text Available Concise descriptions are given of the life histories of the 10 members of the classes of 1938 and 1939. All of them initially joined the government service, Hugo, Steenekamp and Schatz spending their entire careers in the South African Veterinary (Field Services. Mansvelt, the first recipient of the much-coveted Theiler medal, was the 2nd veterinarian to be appointed Director of Veterinary Services, a position specially created for the 'Field' in 1962. Having first established a successful private practice, Hofmeyr was appointed as the 1st full-time Professor of Surgery of the Onderstepoort Faculty in 1958 and its 1st full-time Dean in 1976. Albertyn opted for a career in public health, becoming director of 1 of the largest local municipal abattoirs. Turner spent virtually his entire career in private practice and was eventually joined by Brown who had served in the British Colonial Veterinary Service for many years. Fick was a government veterinarian for his entire career, first in South Africa, then in the British Colonial Service (for 13 years and finally returning to South Africa. Like Hugo, Muller filled a senior position in Veterinary (Field Services before he opted for a farming career.

  14. Veterinary education in South Africa : the Classes of 1934 & 1935 : short historical communication

    Directory of Open Access Journals (Sweden)

    R.D. Bigalke

    2008-05-01

    Full Text Available The Class of 1934 included 2 graduates who created milestones for the veterinary profession in South Africa. Jack Boswell was the first Onderstepoort graduate to start his own private practice without ever joining the government service. George van der Wath has the distinction of being the only South African veterinarian to become Chairman of the prestigious South African Wool Board. Ashton Tarr was President of the South African Veterinary Medical Association from 1966-1969. Concise descriptions are given of the varied life histories of the 14 members of the Classes of 1934 and 1935. All except Boswell initially joined government service, one serving mainly in the Colonial Service before eventually returning to South Africa. Three spent their entire careers in the South African Veterinary (Field Services, finally occupying very senior positions in that division. One ended his career lecturing at a university. Lambrechts was the first veterinarian to occupy the 'resurrected' post of Director of Veterinary Services reserved for field veterinarians. Only one of the graduates opted for research, but went farming after obtaining a DVSc degree. Three spent the greater part of their careers in private practice, Thiel from as early as 1937. Two went into municipal (public health service, one becoming director of an abattoir. Only one saw military service in World War II. Two died before they were 50 years old. Unfortunately, virtually nothing is known about Erasmus' career. At 97 Thiel holds the distinction of being the oldest Onderstepoort graduate.

  15. The Shifting Supply of Men and Women to Occupations: Feminization in Veterinary Education

    Science.gov (United States)

    Lincoln, Anne E.

    2010-01-01

    A confining limitation for the occupational sex segregation literature has been the inability to determine how many persons of one sex "would" have entered an occupation had the other sex not successfully entered instead. Using panel data from all American colleges of veterinary medicine (1976-1995), a fixed-effects model with lagged independent…

  16. OLIVER: an online library of images for veterinary education and research.

    Science.gov (United States)

    McGreevy, Paul; Shaw, Tim; Burn, Daniel; Miller, Nick

    2007-01-01

    As part of a strategic move by the University of Sydney toward increased flexibility in learning, the Faculty of Veterinary Science undertook a number of developments involving Web-based teaching and assessment. OLIVER underpins them by providing a rich, durable repository for learning objects. To integrate Web-based learning, case studies, and didactic presentations for veterinary and animal science students, we established an online library of images and other learning objects for use by academics in the Faculties of Veterinary Science and Agriculture. The objectives of OLIVER were to maximize the use of the faculty's teaching resources by providing a stable archiving facility for graphic images and other multimedia learning objects that allows flexible and precise searching, integrating indexing standards, thesauri, pull-down lists of preferred terms, and linking of objects within cases. OLIVER offers a portable and expandable Web-based shell that facilitates ongoing storage of learning objects in a range of media. Learning objects can be downloaded in common, standardized formats so that they can be easily imported for use in a range of applications, including Microsoft PowerPoint, WebCT, and Microsoft Word. OLIVER now contains more than 9,000 images relating to many facets of veterinary science; these are annotated and supported by search engines that allow rapid access to both images and relevant information. The Web site is easily updated and adapted as required.

  17. An evaluation of the feasibility of using first-year veterinary students in animal health education programmes.

    Science.gov (United States)

    Hohn, E W; Appelbaum, K

    1996-03-01

    Awareness of the importance and relevance of community-oriented medical education is increasing. Although a number of medical faculties have already adopted this approach for their undergraduate training, this idea does not appear to have received the same degree of acceptance within veterinary schools. This study attempts to provide evidence in support of the feasibility of a community-oriented curriculum. First-year veterinary science students at the Medical University of Southern Africa received a very short orientation course on the social determinants of disease; the Primary Health Care (PHC) philosophy and how PHC differs from the basic health service approach; how to shift the locus of control for health away from the health professional and back into the community; dependency theory; basic pet care; sociology (including systems and conflict theory); problems with the application of a technological imperative within a systems perspective; social research; basic statistical concepts; health care systems and their evolution; marketing principles in relation to health education; the importance of positioning and how to effectively use communication skills within a classroom setting. After this course the students successfully participated in an animal health education programme within the community.

  18. Use and future of wiki systems in veterinary education?--A survey of lecturers in German-speaking countries.

    Science.gov (United States)

    Kolski, Darius; Heuwieser, Wolfgang; Arlt, Sebastian

    2015-01-01

    support the implementation of wiki systems into veterinary education and a peer review system supported by lecturers. In a further project the actual learning success provided by the active use of wiki-systems by students will be evaluated.

  19. [Internet-based continuing medical education: as effective as live continuing medical education].

    Science.gov (United States)

    Maisonneuve, Hervé; Chabot, Olivier

    2009-10-01

    E-learning consists in using new multimedia and Internet technologies to improve the quality of learning activities by facilitating access to resources and services, as well as exchanges and remote collaboration. The Internet is used for adult education in most professional domains, but its use for continuing medical education is less developed. Advantages are observed for teachers (e.g., permanent updating, interactive links, illustrations, archiving, and collective intelligence) and for the learners (e.g., accessibility, autonomy, flexibility, and adaptable pace). Research and meta-analyses have shown that e-CME is as effective as live events for immediate and retained learning. English-language educational medical websites that grant CME credits are numerous; few such French-language sites can currently grant credits. Accreditation of websites for CME, in its infancy in Europe, is common in North America.

  20. Engaging Students: Using Video Clips of Authentic Client Interactions in Pre-Clinical Veterinary Medical Education.

    Science.gov (United States)

    Hafen, McArthur; Siqueira Drake, Adryanna A; Rush, Bonnie R; Sibley, D Scott

    2015-01-01

    The present study evaluated third-year veterinary medical students' perceptions of a communication lab protocol. The protocol used clips of fourth-year veterinary medical students working with authentic clients. These clips supplemented course material. Clips showed examples of proficient communication as well as times of struggle for fourth-year students. Third-year students were asked to critique interactions during class. One hundred and eight third-year students provided feedback about the communication lab. While initial interest in communication proved low, interest in communication training at the end of the course increased substantially. The majority of students cited watching videos clips of authentic client interactions as being an important teaching tool.

  1. Supporting Veterinary Preceptors in a Distributed Model of Education: A Faculty Development Needs Assessment.

    Science.gov (United States)

    Hashizume, Cary T; Hecker, Kent G; Myhre, Douglas L; Bailey, Jeremy V; Lockyer, Jocelyn M

    2016-01-01

    Effective faculty development for veterinary preceptors requires knowledge about their learning needs and delivery preferences. Veterinary preceptors at community practice locations in Alberta, Canada, were surveyed to determine their confidence in teaching ability and interest in nine faculty development topics. The study included 101 veterinarians (48.5% female). Of these, 43 (42.6%) practiced veterinary medicine in a rural location and 54 (53.5%) worked in mixed-animal or food-animal practice. Participants reported they were more likely to attend an in-person faculty development event than to participate in an online presentation. The likelihood of attending an in-person event differed with the demographics of the respondent. Teaching clinical reasoning, assessing student performance, engaging and motivating students, and providing constructive feedback were topics in which preceptors had great interest and high confidence. Preceptors were least confident in the areas of student learning styles, balancing clinical workload with teaching, and resolving conflict involving the student. Disparities between preceptors' interest and confidence in faculty development topics exist, in that topics with the lowest confidence scores were not rated as those of greatest interest. While the content and format of clinical teaching faculty development events should be informed by the interests of preceptors, consideration of preceptors' confidence in teaching ability may be warranted when developing a faculty development curriculum.

  2. Beyond Needs Assessment to Marketing Continuing Education in Nursing.

    Science.gov (United States)

    Bond, Susan B.; Waltz, Carolyn F.

    The prevalence of the need for marketing in continuing education in nursing is justifiable considering the growing pressures for efficiency and economies of scale in this field of higher education. This paper critically analyzes the current utilization of needs assessment in continuing education programs in nursing. It is argued that the cost…

  3. Historical continuities in the education policy discourses of the ...

    African Journals Online (AJOL)

    ... to its political struggle, which resulted in discursive continuities in its educational orientations. Despite some contestation, these continuities were characterised by their remarkably consistent support for a traditional liberal education across the existence of the organisation. Keywords: academic education; African National ...

  4. Telemedicine in veterinary practice

    Directory of Open Access Journals (Sweden)

    M. Mars

    2006-06-01

    Full Text Available Veterinary surgeons have a long tradition of consulting one another about problem cases and many have unwittingly practised telemedicine when discussing cases by telephone or by sending laboratory reports by telefax. Specific veterinary telemedicine applications have been in use since the early 1980s, but little research has been undertaken in this field. The Pubmed and CAB International databases were searched for the following Boolean logic-linked keywords; veterinary AND telemedicine, veterinary AND telecare, animal AND telemedicine, animal AND telecare and veterinary AND e-mail and an additional search was made of the worldwide web, using Google Scholar. This returned 25 papers which were reviewed. Of these only 2 report research. Sixteen papers had no references and 1 author was associated with 13 papers. Several themes emerge in the papers reviewed. These include remarks about the use of telemedicine, the benefits that can and are derived from the use of telemedicine, areas of practice in which telemedicine is being used, ethical and legal issues around the practice of telemedicine, image standards required for telemedicine, the equipment that is required for the practice of telemedicine, advice on ways in which digital images can be obtained and educational aspects of telemedicine. These are discussed. Veterinary practice has lagged behind its human counterpart in producing research on the validity and efficacy of telemedicine. This is an important field which requires further research.

  5. ASVCP quality assurance guidelines: control of general analytical factors in veterinary laboratories.

    Science.gov (United States)

    Flatland, Bente; Freeman, Kathy P; Friedrichs, Kristen R; Vap, Linda M; Getzy, Karen M; Evans, Ellen W; Harr, Kendal E

    2010-09-01

    Owing to lack of governmental regulation of veterinary laboratory performance, veterinarians ideally should demonstrate a commitment to self-monitoring and regulation of laboratory performance from within the profession. In response to member concerns about quality management in veterinary laboratories, the American Society for Veterinary Clinical Pathology (ASVCP) formed a Quality Assurance and Laboratory Standards (QAS) committee in 1996. This committee recently published updated and peer-reviewed Quality Assurance Guidelines on the ASVCP website. The Quality Assurance Guidelines are intended for use by veterinary diagnostic laboratories and veterinary research laboratories that are not covered by the US Food and Drug Administration Good Laboratory Practice standards (Code of Federal Regulations Title 21, Chapter 58). The guidelines have been divided into 3 reports on 1) general analytic factors for veterinary laboratory performance and comparisons, 2) hematology and hemostasis, and 3) clinical chemistry, endocrine assessment, and urinalysis. This report documents recommendations for control of general analytical factors within veterinary clinical laboratories and is based on section 2.1 (Analytical Factors Important In Veterinary Clinical Pathology, General) of the newly revised ASVCP QAS Guidelines. These guidelines are not intended to be all-inclusive; rather, they provide minimum guidelines for quality assurance and quality control for veterinary laboratory testing. It is hoped that these guidelines will provide a basis for laboratories to assess their current practices, determine areas for improvement, and guide continuing professional development and education efforts. ©2010 American Society for Veterinary Clinical Pathology.

  6. Global veterinary leadership.

    Science.gov (United States)

    Wagner, G Gale; Brown, Corrie C

    2002-11-01

    The public needs no reminder that deadly infectious diseases such as FMD could emerge in any country at any moment, or that national food security could be compromised by Salmonella or Listeria infections. Protections against these risks include the knowledge that appropriate and equivalent veterinary education will enable detection and characterization of emerging disease agents, as well as an appropriate response, wherever they occur. Global veterinary leadership is needed to reduce the global threat of infectious diseases of major food animal and public health importance. We believe that the co-curriculum is an excellent way to prepare and train veterinarians and future leaders who understand and can deal with global issues. The key to the success of the program is the veterinarian's understanding that there is a cultural basis to the practice of veterinary medicine in any country. The result will be a cadre of veterinarians, faculty, and other professionals who are better able (language and culture) to understand the effects of change brought about by free trade and the importance of interdisciplinary and institutional relationships to deal effectively with national and regional issues of food safety and security. New global veterinary leadership programs will build on interests, experience, ideas, and ambitions. A college that wishes to take advantage of this diversity must offer opportunities that interest veterinarians throughout their careers and that preferably connect academic study with intensive experiential training in another country. At its best, the global veterinary leadership program would include a partnership between veterinarians and several international learning centers, a responsiveness to the identified international outreach needs of the profession, and attention to critical thinking and reflection. The global veterinary leadership program we have described is intended to be a set of ideas meant to promote collaboration, coalitions, and

  7. Nephrology Education and Continuing Education in Resource-Limited Settings.

    Science.gov (United States)

    Vachharajani, Tushar J; Bello, Aminu K; Evans, Rhys; Dreyer, Gavin; Eichbaum, Quentin

    2017-05-01

    Nephrology training programs in high-income countries have transitioned from an apprenticeship model to a well-structured, resource-driven model that supports continual professional development. In contrast, in low- and middle-income countries, medical training and in particular nephrology training has lagged behind owing to resource limitations. Some of the challenges to adequately provide training to health care professionals in low- and middle-income countries include shortage of teaching faculty, difficulty in developing curricula to meet regional needs, and a lack of resources to provide competency-based medical education. The task of providing nephrology education becomes even harder when it comes to training physicians and health care workers to manage patients with complex kidney diseases without adequate infrastructure, government support, or proper health care policies. The nephrology training curriculum for low- and middle-income countries ideally should focus on local and regional needs, implementation of preventive measures for risk modification, education of a multidisciplinary health care workforce, raising general awareness of kidney disease, and optimizing the use of available resources. The ultimate goal being overall better recognition and care for patients with kidney disease. Published by Elsevier Inc.

  8. Hidden Curriculum in Continuing Medical Education

    Science.gov (United States)

    Bennett, Nancy; Lockyer, Jocelyn; Mann, Karen; Batty, Helen; LaForet, Karen; Rethans, Jan-Joost; Silver, Ivan

    2004-01-01

    In developing curricula for undergraduate and graduate medical education, educators have become increasingly aware of an interweaving of the formal, informal, and hidden curricula and their influences on the outcomes of teaching and learning. But, to date, there is little in the literature about the hidden curriculum of medical practice, which…

  9. Effect of Health Care Professionals' Continuing Education ...

    African Journals Online (AJOL)

    Purpose: To evaluate the impact of educational intervention by health care providers on clinical outcomes in type 2 diabetes patients in a Yemeni health facility. Methods: A prospective, one-group and pre- and post-test design to assess the effects of health care providers' education on clinical patient outcomes was ...

  10. Establishment of the European College of Veterinary Clinical Pathology (ECVCP) and the current status of veterinary clinical pathology in Europe

    DEFF Research Database (Denmark)

    O'Brien, P.J.; Fournel-Fleury, C.; Bolliger, Adrian Marc

    2007-01-01

    After 5 years of development, the European College of Veterinary Clinical Pathology (ECVCP)was formally recognized and approved on July 4, 2007 by the European Board of Veterinary Specialisation (EBVS), the European regulatory body that oversees specialization in veterinary medicine and which has...... approved 23 colleges. The objectives, committees, basis for membership, constitution, bylaws, information brochure and certifying examination of the ECVCP have remained unchanged during this time except as directed by EBVS. The ECVCP declared full functionality based on the following criteria: 1...... congresses and a joint journal (with the American Society for Veterinary Clinical Pathology) for communication of scientific research and information; the College also maintains a website, a joint listserv, and a newsletter; 6) collaboration in training and continuing education with relevant colleges...

  11. Active participation instead of passive behaviour opens up new vistas in education of veterinary anatomy and histology.

    Science.gov (United States)

    Plendl, J; Bahramsoltani, M; Gemeinhardt, O; Hünigen, H; Kässmeyer, S; Janczyk, P

    2009-10-01

    Teaching morphology, a fundamental part of medicine curricula is traditionally based on lectures and practical trainings. We introduced peer-assisted learning (PAL) and student expert teams to the courses to give the students the possibility to improve their free speech and self-confidence. We involved students in active preparation of online materials such as labelled e-slides and e-pics. We offered online digital microscopy (Zoomify) and dissection (CyberPrep) allowing repeating the learned material and studying veterinary morphology outside the dissection theatre. Over 60% of first and third semester students profited from being a peer or being taught by a peer and 50% said the expert teams were an excellent method to learn the topographic anatomy. Almost all students applied Zoomify and CyberPrep and 75% of them found the digital microscopy and dissection to be a helpful or very helpful learning tool. In face of reduced contact hours, these forms of education compensated in part the lost teaching time. We observed improvement of rhetoric and presentation skills and self-confidence. The approaches should therefore find their constant place in the veterinary medicine curricula.

  12. Conscientious Objection to Harmful Animal Use within Veterinary and Other Biomedical Education

    Directory of Open Access Journals (Sweden)

    Andrew Knight

    2014-01-01

    Full Text Available Laboratory classes in which animals are seriously harmed or killed, or which use cadavers or body parts from ethically debatable sources, are controversial within veterinary and other biomedical curricula. Along with the development of more humane teaching methods, this has increasingly led to objections to participation in harmful animal use. Such cases raise a host of issues of importance to universities, including those pertaining to curricular design and course accreditation, and compliance with applicable animal welfare and antidiscrimination legislation. Accordingly, after detailed investigation, some universities have implemented formal policies to guide faculty responses to such cases, and to ensure that decisions are consistent and defensible from legal and other policy perspectives. However, many other institutions have not yet done so, instead dealing with such cases on an ad hoc basis as they arise. Among other undesirable outcomes this can lead to insufficient student and faculty preparation, suboptimal and inconsistent responses, and greater likelihood of legal challenge. Accordingly, this paper provides pertinent information about the evolution of conscientious objection policies within Australian veterinary schools, and about the jurisprudential bases for conscientious objection within Australia and the USA. It concludes with recommendations for the development and implementation of policy within this arena.

  13. NIGERIAN VETERINARY JOURNAL

    African Journals Online (AJOL)

    ADEYEYE

    Vet. J., March 2017. Vol 38 (1): 57-68. ORIGINAL ARTICLE. An Audit of Castration of Male Dogs in Enugu Metropolis, South. Eastern Nigeria. Raheem, K. A.. 1Department of Veterinary ..... The internal genital organs like the prostate gland, urethra, penis, bulbis ... As biotechnology and medicine continue to advance, other ...

  14. Report on Health Manpower and Programs in Ohio: Part Two. Allied Health, Area Health Education Centers, Dentistry, Emergency Medical Services, Nursing, Optometry, Pharmacy, Podiatry, and Veterinary Medicine.

    Science.gov (United States)

    Ohio Board of Regents, Columbus.

    Information on health occupations educational programs in Ohio and current and projected employment needs for health professionals are presented. The following health fields are examined: allied health, dentistry, emergency medical service, nursing, optometry, pharmacy, podiatry, and veterinary medicine. Issues and trends affecting each field are…

  15. La educacion permanente del maestro (Continuing Teacher Education).

    Science.gov (United States)

    Blat, Gimeno J.

    1971-01-01

    This article discusses the importance of continuing education for teachers and various aspects of the problem which should be considered. The role and function of the teacher is discussed; continuing education must assist in developing the teacher's ability to fulfill that role. The ever-changing demands on the teacher mean that the teacher's…

  16. Continuing Education in Sweden--To What Purpose?

    Science.gov (United States)

    Andersson, Ewa Pilhammar

    2001-01-01

    Swedish nurses (n=497) indicated that continuing education enhanced their work satisfaction, extended their competence, and enhanced their self-confidence. Continuing education does not seem to have resulted in increased salaries, more power or authority, or greater influence over the work situation. (SK)

  17. Continuing education for performance improvement: a creative approach.

    Science.gov (United States)

    Collins, Patti-Ann; Hardesty, Ilana; White, Julie L; Zisblatt, Lara

    2012-10-01

    In an effort to improve patient safety and health care outcomes, continuing medical education has begun to focus on performance improvement initiatives for physician practices. Boston University School of Medicine's (BUSM) Continuing Nursing Education Accredited Provider Unit has begun a creative project to award nursing contact hours for nurses' participation in performance improvement activities. This column highlights its initial efforts. Copyright 2012, SLACK Incorporated.

  18. A Prescription for Reframing Continuing Pharmacy Education in Massachusetts

    Science.gov (United States)

    Young, Anita M.

    2012-01-01

    Extensive research indicates that adults learn best when they are motivated, self-directed and choose what and how they learn. This project focuses on continuing pharmacy education and seeks to answer the question: "How can pharmacists be motivated to participate in continuing pharmacy education programs because they want to, not because they…

  19. Integration through adult and continuing education

    DEFF Research Database (Denmark)

    Wahlgren, Bjarne; Geiger, Tinne

    2011-01-01

    In the Nordic countries a large proportion of immigrants and descendants are excluded from the labour market and the group is overrepresented among the unemployed. International experience shows that adult education and training can be useful tools in providing immigrant groups a foothold...... in the labour market. To facilitate that process we need to know what factors motivate immigrants to participate in adult education and training and what the results and effects of different approaches are. In 2009 the National Centre of Competence Development conducted a comparative study in the Nordic...... countries, analysing the use of adult education and training targeted at the integration of immigrants into the labour market (employability) . This article outlines the findings and relates them to international experience....

  20. Continuing Education for Women. Administrator's Handbook.

    Science.gov (United States)

    George Washington Univ., Washington, DC. Coll. of General Studies.

    Designed for college and university administrators, guidance personnel, community organizations, women's centers, and women's studies programs, this administrator's handbook presents guidelines for establishing and structuring services to aid women in achieving personal, educational, and career goals. Specific sections of the handbook focus on…

  1. Enlightening Globalization: An Opportunity for Continuing Education

    Science.gov (United States)

    Reimers, Fernando

    2009-01-01

    Globalization presents a new social context for educational institutions from elementary schools to universities. In response to this new context, schools and universities are slowly changing their ways. These changes range from altering the curriculum so that students understand the process of globalization itself, or developing competencies…

  2. Workforce needs in veterinary medicine

    National Research Council Canada - National Science Library

    Board on Agriculture and Natural Resources; Board on Higher Education and Workforce; Division on Earth and Life Studies; Policy and Global Affairs; National Research Council

    2013-01-01

    In a study of the issues related to the veterinary medical workforce, including demographics, workforce supply, trends affecting job availability, and capacity of the educational system to fill future...

  3. Continuing Education in the Professions. Current Information Sources, No. 24.

    Science.gov (United States)

    Syracuse Univ., NY. ERIC Clearinghouse on Adult Education.

    Beginning with bibliographies, surveys, and other general works, this 225-item annotated bibliography on professional continuing education covers the following areas: engineering and technical education; chemistry and clinical psychology; medicine and health (including psychiatry); inservice education and retraining for lawyers, law enforcement…

  4. University Continuing Education for Lifelong Learning in Korea

    Science.gov (United States)

    Lee, Haejoo

    2008-01-01

    Lifelong education achieves its goals when it improves people's quality of life and when it brings social cohesion and development. University continuing education (UCE) has contributed to the expansion of higher education opportunities in terms of its quantity. However, we have to look further than sheer volume of activity. Original ideals of…

  5. A study on the continuing education of radiologic technologists: Focused on current status and satisfaction of continuing education

    Energy Technology Data Exchange (ETDEWEB)

    Min, Hye Lim; Choi, In Seok; Nam, So Ra; Kim, Hyun Ji; Yoon, Yong Su; Her, Jae; Han, Seong Gyu; Kim, Jung Min [Dept. of bio-convergence engineering, graduate school, Korea university, Seoul (Korea, Republic of); Ahn, Duck Sun [Korea university college of medicine, Seoul (Korea, Republic of)

    2014-06-15

    In this study, we surveyed the current status, satisfaction and demand of radiologic technologist continuing education for 93 radiologic technologists who participated in the continuing education. To understand the current status and general evaluation and to find out the improvement direction, survey was conducted on 3 categories: participation, satisfaction and demand of continuing education. In addition, we analyzed the continuing education implementation status and the management system by collecting related regulations. As a result, the education completion rates of radiologic technologists from 2010 to 2012 were respectively 42.6%, 43.4% and 34.2%; the rates were similar to other medical technician’s average education completion rates. According to the survey, in case of participation, the most frequent answer was ‘more than five times less than 10 times per year’ with 48.4% and in satisfaction section, the most common answer was ‘Average(3)’ with 34.4%. In demand of continuing education section, 32.8% of the respondents chose ‘Clinical skill training in major field’. In the results of this research, continuing education needs to be managed in the direction of helping radiologists improve their personal ability and self development. Furthermore, to meet the demand of radiologists, the quality of continuing education should be improved to satisfy the educatee.

  6. Continuing education of paediatric nurses in Vojvodina, Serbia.

    Science.gov (United States)

    Brestovacki, Branislava; Milutinovic, Dragana

    2011-07-01

    The purpose of this study was to identify the need and degree of interest for continuing education of paediatric nurses at the Institute for Child and Youth Health Care of Vojvodina. Descriptive study with prospective approach, which involved the use of surveys to elicit data collection. Data were collected during January and May of 2008. In this study 94% of paediatric nurses who participated in the study have secondary education in nursing, and 80% have not attended any forms of continuing education thus far, and 8% had presented papers at national seminars. No forms of continuing education were found dominant, while nurses with less years of work experience, showed statistically much greater interest in continuing education. Paediatric nurses in this study show the need for moral, ethical, and financial support from their supervisors and employers to realize their interest in continuing education, in accordance with their individual abilities. Information about the specific educational needs of paediatric nurses in terms of content and methods provide a valuable guide for planning the effective continuing education programs, seminars, and professional conferences for improving clinical practice and providing exemplary nursing care to children. Copyright © 2010 Elsevier Ltd. All rights reserved.

  7. A model of continuing education for rural oncology nurses.

    Science.gov (United States)

    Bushy, A; Kost, S

    1990-01-01

    Societal changes from an industrial era to an informational era create an ever-increasing demand for adult continuing education. Malcom Knowles (1970) proposed a theory of adult learning; del Bueno later applied these principles to a model she described as competency-based nursing education. This article considers these two models and describes an innovative, cost-effective, continuing education model developed by a group of oncology nurses in one rural state. This model was one strategy to address their continuing learning needs.

  8. Continuing education modules and the scholarship of engagement.

    Science.gov (United States)

    Mitchell, Jim

    2010-01-01

    Economic and political trends underscore the importance of engaged scholarship as evidence that colleges and universities are serving their constituencies. Set in a background of debate about pure versus applied social science this article describes a planned approach to continuing gerontological education grounded firmly in the principles of the scholarship of engagement. The description includes efforts to ascertain through a two-phase state-wide survey continuing education needs and preferred venue in a segment of the North Carolina aging services workforce. Subsequent surveys were used to define and prioritize modular continuing education topics suitable for web-based delivery.

  9. Initial teacher education and continuing professional development for science teachers

    DEFF Research Database (Denmark)

    Dolin, Jens; Evans, Robert Harry

    2011-01-01

    , and belong to various cultures, both educationally and socially. Section 1 presents a review of the research literature across these dimensions and looks at the knowledge, skills and competences needed for teaching science, specific issues within science teacher education, and strategies for educating......Research into ways of improving the initial education and continuing professional development of science teachers is closely related to both common and unique strands. The field is complex since science teachers teach at different educational levels, are often educated in different science subjects...... and developing science teachers....

  10. Health Care Improvement and Continuing Interprofessional Education: Continuing Interprofessional Development to Improve Patient Outcomes

    Science.gov (United States)

    Wilcock, Peter M.; Janes, Gillian; Chambers, Alison

    2009-01-01

    Health care improvement and continuing professional education must be better understood if we are to promote continuous service improvement through interprofessional learning in the workplace. We propose that situating interprofessional working, interprofessional learning, work-based learning, and service improvement within a framework of social…

  11. Perspectives on academic veterinary administration.

    Science.gov (United States)

    Gelberg, H B; Gelberg, S

    2001-09-15

    It is important for veterinary administrators to apply knowledge bases from other fields to their own unique administrative needs. For example, although some resources are written for business managers, the discussions of four key management competency areas, guidelines for mastering these skills, organizational assessment tools, and other self-help tools may provide interesting food-for-thought for veterinary administrators.(76) In developing their own administrative styles, administrators should seek to apply those principles that seem to intuitively fit with their personal research styles, work situations, managerial styles, administrative preferences, and unique organizational culture. Through strengthening their liaisons with community and university business programs, counseling agencies, employee assistance programs, and psychology researchers, administrators can continue to be exposed to and benefit from new paradigms for consideration in veterinary medical environments. Through these liaisons, the unique needs of veterinary medical environments are also communicated to individuals within the fields of psychology and business, thus stimulating new research that specifically targets veterinary medical environment leadership issues. Each field has unique contributions to help veterinary administrators work toward creating veterinary medical environments that are creative, energetic, visionary, pragmatic, and highly marketable in order to help administrators recruit and nurture the best and brightest veterinary researchers, teachers, and clinicians.

  12. Veterinary education in South Africa : the Classes of 1932 & 1933 : short historical communication

    Directory of Open Access Journals (Sweden)

    R.D. Bigalke

    2007-06-01

    Full Text Available The Class of 1933 of the Onderstepoort Faculty was the smallest in its history, having only 1 student for much of the BVSc course. The photographs of the Classes of 1932 and 1933 are both of the customary composite type. Not only the graduates, but also the Dean, Prof. Dr P J du Toit, as well as the presumed Acting Dean, Prof. Dr G de Kock, and the head of the students' hostel, Mr WO Neitz, feature. Concise descriptions are given of the life histories of the 7 graduates. Once again their careers show considerable variation. Although they all initially joined Field Services as state veterinarians, none spent their entire careers in that division. Three spent virtually their entire careers at Onderstepoort, also teaching (part-time at the Faculty. After a most impressive start to his career, a 4th graduate died at the age of only 30 shortly after leaving Onderstepoort for municipal (public health service. A 5th spent most of his career in private practice while also serving the veterinary profession for 8 years in the high office of president of its association. One spent the greater part of his career in municipal (public health service and another went into private practice, eventually also farming with citrus.

  13. Trends in Adult and Continuing Education in Germany

    Directory of Open Access Journals (Sweden)

    Ekkehard Nuissl

    2011-11-01

    Full Text Available This contribution summarizes the most important trends in adult education in Germany as they were elaborated in a secondary analytic research project of the DIE (Deutsches Institut für Erwachsenenbildung – German Institute for Adult Education in 2007. According to the study, participation in continuing education in Germany is increasing after long years of decrease, even though, overall, financing of adult education has been further reduced. Cooperation as well as competition between continuing education institutions has increased. Course offers have become shorter, counselling and information have more significant roles than in the past, and those employed in adult education, especially teaching staff, have a higher level of qualifications than before. Adult education policy in Germany has varying aims as a result of the federal structure of the country. Incentives for vocational and workplace training predominate however.

  14. History of Continuing Nursing Education in the United States.

    Science.gov (United States)

    Stein, Alice M.

    1998-01-01

    Nursing history since 1853 is presented to identify issues in continuing nursing education, such as the influence of feminism and professionalism, changing constituencies, and philosophies in health care. (SK)

  15. Positioning Continuing Education Computer Programs for the Corporate Market.

    Science.gov (United States)

    Tilney, Ceil

    1993-01-01

    Summarizes the findings of the market assessment phase of Bellevue Community College's evaluation of its continuing education computer training program. Indicates that marketing efforts must stress program quality and software training to help overcome strong antiacademic client sentiment. (MGB)

  16. Effects of continuing paediatric education in interpersonal communication skills.

    NARCIS (Netherlands)

    Dulmen, A.M. van; Holl, R.A.

    2000-01-01

    Paediatric care places great demands on interpersonal communication skills, especially as regards the handling of psychosocial issues. Recent shifts in paediatric morbidity and increases in patient empowerment furthermore emphasize the need for continuing paediatric education in communication

  17. Strengthening healthcare delivery in Haiti through nursing continuing education.

    Science.gov (United States)

    Clark, M; Julmisse, M; Marcelin, N; Merry, L; Tuck, J; Gagnon, A J

    2015-03-01

    The aim of this paper was to (1) highlight nursing continuing education as a key initiative for strengthening healthcare delivery in low-resource settings, and (2) provide an example of a nursing continuing education programme in Haiti. Haiti and other low-resource settings face extreme challenges including severe shortages of healthcare workers, high rates of nurse out-migration and variations in nurse competency at entry-to-practice. Nursing continuing education has the potential to address these challenges and improve healthcare delivery through enhanced nurse performance and retention; however, it is underutilized in low-resource settings. A case study is presented from the Hôpital Universitaire de Mirebalais in Mirebalais, Haiti of a new nursing continuing education programme called the Beyond Expert Program. The case study highlights eight key dimensions of nursing continuing education in low-resource settings: (1) involving local stakeholders in planning process, (2) targeting programme to nurse participant level and area of care, (3) basing course content on local context, (4) including diverse range of nursing topics, (5) using participatory teaching methods, (6) addressing resource constraints in time and scheduling, (7) evaluating and monitoring outcomes, and (8) establishing partnerships. The case study provides guidance for others wishing to develop programmes in similar settings. Creating a nursing continuing education programme in a low-resource setting is possible when there is commitment and engagement for nursing continuing education at all levels of the organization. Our report suggests a need for policy-makers in resource-limited settings to make greater investments in nursing continuing education as a focus of human resources for health, as it is an important strategy for promoting nurse retention, building the knowledge and skill of the existing nursing workforce, and raising the image of nursing in low-resource settings. © 2015

  18. Problem-based learning in continuing medical education

    Science.gov (United States)

    Al-Azri, Hilal; Ratnapalan, Savithiri

    2014-01-01

    Abstract Objective To investigate the effects of problem-based learning (PBL) in continuing medical education. Data sources PubMed, MEDLINE, EMBASE, CINAHL, and ERIC databases were searched for randomized controlled trials published in English from January 2001 to May 2011 using key words problem-based learning, practice-based, self-directed, learner-centered, and active learning, combined with continuing medical education, continuing professional development, post professional, postgraduate, and adult learning. Study selection Randomized controlled trials that described the effects of PBL on knowledge enhancement, performance improvement, participants’ satisfaction, or patients’ health outcomes were selected for analysis. Synthesis Fifteen studies were included in this review: 4 involved postgraduate trainee doctors, 10 involved practising physicians, and 1 had both groups. Online learning was used in 7 studies. Among postgraduate trainees PBL showed no significant differences in knowledge gain compared with lectures or non–case-based learning. In continuing education, PBL showed no significant difference in knowledge gain when compared with other methods. Several studies did not provide an educational intervention for the control group. Physician performance improvement showed an upward trend in groups participating in PBL, but no significant differences were noted in health outcomes. Conclusion Online PBL is a useful method of delivering continuing medical education. There is limited evidence that PBL in continuing education would enhance physicians’ performance or improve health outcomes. PMID:24522680

  19. Continued Professional Education of Bulgarian Pharmacists: Second Registration Period

    Directory of Open Access Journals (Sweden)

    Petrova G.

    2014-06-01

    Full Text Available The continuing professional education prepares the pharmacists for the requirements of the changed role of pharmacists in the society. Different approaches to continuous professional education ranging from lectures to peer-mentoring work shops and web tools have been developed throughout the last 25 years. The goal of the current analysis is to systematize the trends in accredited education events for pharmacists by the Quality Committee of the BPhU during 2010-2013. This study is a retrospective database analysis. The information concerning the accredited forms of continuing education of pharmacists as well as other activities related to continuing education was extracted from the official protocols, issued by the Quality Commission of the Bulgarian Pharmaceutical Union (BPhU. The continuing postgraduate education of pharmacists in Bulgaria is developing with new elements which allow competence development through individual forms of self-development such as publication activities, delivering presentations, individual training, etc. In the educational programs accredited during the second registration period, still prevailed the short courses, with focus on the new medicinal products.

  20. Continuing education for Physical Education teachers: Assistive Technology in inclusive education

    Directory of Open Access Journals (Sweden)

    Maria Luiza Salzani Fiorini

    2017-05-01

    Full Text Available This study aimed at describing the development of continuing education for physical education teachers towards the incorporation of Assistive Technology and the creation of favorable conditions to an inclusive school. The methodology employed was reflective and collaborative research. Two teachers who were facing difficulties to include a physically disabled student and one student with global developmental delay took part in the study. The continuing education plan comprised three steps: 1 reflecting on their own practice after watching a video and planning one lesson, together with the researcher, seeking to incorporate Assistive Technology and favor inclusion; 2 videoing the lesson; 3 evaluating and reflecting on what was planned and what was executed and planning a new lesson. Some factors were seen to be essential to the development of continuing education: considering the teacher’s demand, developing collaborative work, promoting reflection on the practices and having Assistive Technology as a support to the human element.

  1. Challenges of Women Participation in Continuing Higher Education

    African Journals Online (AJOL)

    Engr E. Egbochukwu

    seeks to make its contribution by examining the challenges women face in continuing higher education and the implications it has for the design of counselling and educational programme for adult women. The ultimate aim is to assist in developing a counselling programme that would help women deal with the problems ...

  2. A Report of the Center for Continuing Education, Drake University.

    Science.gov (United States)

    Thompson, Clarence H., Ed.

    With assistance from Title I of the Higher Education Act, a two-day workshop for counselors in Iowa was sponsored by the Center for Continuing Education at Drake University. Proceedings of the workshop, reported in this publication, include four interlocking dimensions: (1) the counselor's role in vocational decision making, (2) the counselor's…

  3. Public Administration Education in Europe: Continuity or Reorientation?

    Science.gov (United States)

    Hajnal, Gyorgy

    2015-01-01

    The article explores the changing patterns of disciplinary orientation in European public administration (PA) education. The study builds on an earlier research, which defined three distinct clusters of countries, based on their specific PA education tradition. It asks whether countries' movement away from the Legalist paradigm has continued since…

  4. Student Performance Requirements: Minitary Service. Continuation Education System Development Project.

    Science.gov (United States)

    La Puente Union High School District, CA.

    Funded under Title III of the Elementary and Secondary Education Act of 1965, the La Puente, California, continuation education project investigated (1) attitudes of former students concerning the success of the school in preparing them for entry into military service, (2) the minimal skills and knowledge required by each of the armed forces, (3)…

  5. Integrating Aesthetics: Transforming Continuing Education through Africentric Practice

    Science.gov (United States)

    Ellis, Auburn E.

    2013-01-01

    Background: Manuscript written for the Adult Education Research Conference based on dissertation research completed at National Louis University. Purpose: To increase knowledge base of art based learning as a mode of anti-racist pedagogy and the use of an Africentric framework for continuing and professional education. Setting: African Centered…

  6. Social Work Continuing Education: Current Issues and Future Direction

    Science.gov (United States)

    Kurzman, Paul A.

    2016-01-01

    Continuing education is arising as an area of rapid growth and increased attention in the social work profession. Conceptually, the impetus and focus are on the promotion of the principles of lifelong learning and professional replenishment; but pragmatically, the driving force has been the virtually universal requirement of continuing education…

  7. Veterinary Parasitology

    OpenAIRE

    Rondon, F. C. M.; Bevilaqua, C.M.L.; Franke,C.R.; Barros, R. S.; Oliveira,F.R.; Alcântara, Adriano Costa de; Diniz, A. T.

    2008-01-01

    Acesso restrito: Texto completo. p. 24-31 Visceral leishmaniasis (VL) is one of the most important reemerging parasitic disease in the world. The domestic dog is the main reservoir in urban environments. The aim of this work was to extend the knowledge on canine Leishmania infection in the city of Fortaleza in northeastern Brazil, identifying the risk factors inherent in dog susceptibility to the infection. Two populations were analyzed, domestic dogs from clinics and the Veterinary ...

  8. Confluent education: an integrative method for nursing (continuing) education.

    NARCIS (Netherlands)

    Francke, A.L.; Erkens, T.

    1994-01-01

    Confluent education is presented as a method to bridge the gap between cognitive and affective learning. Attention is focused on three main characteristics of confluent education: (a) the integration of four overlapping domains in a learning process (readiness, the cognitive domain, the affective

  9. Community Perceptions on Integrating Animal Vaccination and Health Education by Veterinary and Public Health Workers in the Prevention of Brucellosis among Pastoral Communities of South Western Uganda.

    Directory of Open Access Journals (Sweden)

    Catherine Kansiime

    Full Text Available Brucellosis is a zoonotic disease of veterinary, public health, and economic significance in most developing countries, yet there are few studies that show integrated human and veterinary health care intervention focusing on integration at both activity and actors levels. The aim of our study, therefore, was to explore community perceptions on integration of animal vaccination and health education by veterinary and public health workers in the management of brucellosis in Uganda.This study used a qualitative design where six Focus Group Discussions (FGDs that were homogenous in nature were conducted, two from each sub-county, one with the local leaders, and another with pastoralists and farmers. Five Key Informant Interviews (KIIs with two public health workers and three veterinary extension workers from three sub-counties in Kiruhura district, Uganda were conducted. All FGDs were conducted in the local language and tape recorded with consent from the participants. KIIs were in English and later transcribed and analyzed using latent content data analysis method.All the groups mentioned that they lacked awareness on brucellosis commonly known as Brucella and its vaccination in animals. Respondents perceived improvement in human resources in terms of training and recruiting more health personnel, facilitation of the necessary activities such as sensitization of the communities about brucellosis, and provision of vaccines and diagnostic tests as very important in the integration process in the communities. The FGD participants also believed that community participation was crucial for sustainability and ownership of the integration process.The respondents reported limited knowledge of brucellosis and its vaccination in animals. The community members believed that mass animal vaccination in combination with health education about the disease is important and possible if it involves government and all other stakeholders such as wildlife authorities

  10. Community Perceptions on Integrating Animal Vaccination and Health Education by Veterinary and Public Health Workers in the Prevention of Brucellosis among Pastoral Communities of South Western Uganda.

    Science.gov (United States)

    Kansiime, Catherine; Atuyambe, Lynn M; Asiimwe, Benon B; Mugisha, Anthony; Mugisha, Samuel; Guma, Victor; Rwego, Innocent B; Rutebemberwa, Elizeus

    2015-01-01

    Brucellosis is a zoonotic disease of veterinary, public health, and economic significance in most developing countries, yet there are few studies that show integrated human and veterinary health care intervention focusing on integration at both activity and actors levels. The aim of our study, therefore, was to explore community perceptions on integration of animal vaccination and health education by veterinary and public health workers in the management of brucellosis in Uganda. This study used a qualitative design where six Focus Group Discussions (FGDs) that were homogenous in nature were conducted, two from each sub-county, one with the local leaders, and another with pastoralists and farmers. Five Key Informant Interviews (KIIs) with two public health workers and three veterinary extension workers from three sub-counties in Kiruhura district, Uganda were conducted. All FGDs were conducted in the local language and tape recorded with consent from the participants. KIIs were in English and later transcribed and analyzed using latent content data analysis method. All the groups mentioned that they lacked awareness on brucellosis commonly known as Brucella and its vaccination in animals. Respondents perceived improvement in human resources in terms of training and recruiting more health personnel, facilitation of the necessary activities such as sensitization of the communities about brucellosis, and provision of vaccines and diagnostic tests as very important in the integration process in the communities. The FGD participants also believed that community participation was crucial for sustainability and ownership of the integration process. The respondents reported limited knowledge of brucellosis and its vaccination in animals. The community members believed that mass animal vaccination in combination with health education about the disease is important and possible if it involves government and all other stakeholders such as wildlife authorities, community

  11. Continuing medical education based on the needs of society

    Directory of Open Access Journals (Sweden)

    Salmanzadeh H

    2003-10-01

    Full Text Available Background. One of the main reasons of inefficiency in traditional medical education is the application of diseaseoriented educational system in continuing medical education, instead of a symptom-oriented approach. Purpose. To determine the most common and important symptoms and complaints among Iranian nation according to the viewpoints of general parishioners. Method. In this descriptive cross-sectional study, a self-administered questionnaire consisting of demographic data and 153 scaled-questions about body systems and organs, which were designed based on Likert style. A pilot study was performed. Of 26217 GPs all over the country, 5000 physicians were selected by stage randomized sampling method. Of this number, 1714 GPs answered and returned the questionnaire. Result. Demographic data, the relative number of male and female GPs, and relative and absolute distribution of GPs were described and analyzed using Chi square test. The difference of GPs’ opinions about the most common symptoms were analyzed according to the physicians’ gender, duration of practice and their province of practice; there were significant differences found in some systems. Conclusion. It seems that continuing medical education programs should be planned based on a modern evidencebased approach and according to the society’s and practicing physicians’ needs in order to achieve a communityoriented medical education system. Keywords: DISEASE-ORIENTED MEDICAL EDUCATION, CLINICAL PROCESS, CONTINUING MEDICAL EDUCATION, GENERAL PRACTITIONERS, PERCEIVED NEEDS ASSESSMENT, EVIDENCE-BASED MEDICAL EDUCATION, COMMUNITY-ORIENTED MEDICAL EDUCATION

  12. Continuous Improvement in Nursing Education through Total Quality Management (TQM

    Directory of Open Access Journals (Sweden)

    Tang Wai Mun

    2013-11-01

    Full Text Available Total Quality Management (TQM has generally been validated as a crucial revolution in the management field. Many academicians believe that the concept of TQM is applicable to academics and provides guiding principles towards improving education. Therefore, an increasing number of educational institutions such as schools, colleges and universities have started to embrace TQM philosophies to their curricula.Within the context of TQM, this paper would explore the concept of continuous improvement by using the Deming philosophy. Subsequently, this paper would elaborate on the application of TQM to bring about continuous improvement in the current education system.

  13. General Practitioners and Online Continuing Professional Education: Projected Understandings

    Directory of Open Access Journals (Sweden)

    Jan Brace-Govan

    2004-01-01

    Full Text Available Continuing professional education seems to be particularly suited to the online environment with opportunities to communicate anywhere anytime. This appears to be convenient and time efficient for the busy working professional. The views of practising professionals were sought and form the basis of this paper. Primary care physicians at two locations, who actively pursue continuing education, discuss the role of information technology in their daily professional practice and give their views about online education. This professional group is a good example of how a particular interaction style is significant to the collective cultural mores of a group. The paper concludes that these group preferences need to be taken into account when designing continuing education and some suggestions are made for design.

  14. An understanding of nurse educators' leadership behaviors in implementing mandatory continuing nursing education in China.

    Science.gov (United States)

    Xiao, Lily Dongxia

    2008-09-01

    Mandatory continuing nursing education is viewed as one way to develop registered nurses' continuing competencies. However, as has been argued internationally, it can also create a paradox in terms of learning to meet study requirements. Such paradox has been discussing in China since the implementation of mandatory continuing nursing education in 1996. Nurse educators, who develop continuing nursing education programs, appear to respond to the paradox differently associated with their leadership styles. This article reports a qualitative study aiming to gain an understanding of nurse educators' leadership behaviors in implementing mandatory continuing nursing education in China. Gadamer's philosophical hermeneutics underpins in-depth interviews with five nurse educators and data interpretation. Two categories of nurse educators, described as proactive educator and reactive educator, were identified and compared with two types of leadership styles described as transformational leader and transactional leader in the literature of educational leadership and continuing professional development. Proactive educators shared core attributors of transformational leaders and were able to relieve the paradox in mandatory continuing nursing education. Reactive educators however showed some attributors of transactional leaders and might escalate the paradox. Findings suggest further research in relation to the preparation of nurse educators.

  15. Stem cells in veterinary medicine

    OpenAIRE

    Fortier, Lisa A; Travis, Alexander J

    2011-01-01

    The stem cell field in veterinary medicine continues to evolve rapidly both experimentally and clinically. Stem cells are most commonly used in clinical veterinary medicine in therapeutic applications for the treatment of musculoskeletal injuries in horses and dogs. New technologies of assisted reproduction are being developed to apply the properties of spermatogonial stem cells to preserve endangered animal species. The same methods can be used to generate transgenic animals for production o...

  16. Continuing education in physical education at school: principals and challenges for a critical education project

    Directory of Open Access Journals (Sweden)

    Marina Ferreira de Souza Antunes

    2017-06-01

    Full Text Available The theme of teacher's formation has gained a spotlight in academic research, especially in the context of the researches conducted in the perspective of the "researcher professor", and in the consolidation of the partnerships between universities and educational systems by promoting programs of continuing education. The Laboratory of Studies about School, Curriculum and Physical Education of the Faculty of Physical Education at the Federal University of Uberlândia (LECEF/FAEFI/UFU is constituted as a unifying space for teachers and students whose aim is the further study on issues related to school, teaching and curriculum planning for physical education as a curriculum component as well as providing space for continuing education to promote qualitative changes in teaching practice. This article presents a model of educational planning held on the curricular component of physical education, developed in a collective planning context, under an extension project offered by LECEF. We underline the principles and assumptions leading the planning process adopted. We emphasize that the collective work gives us dialogue, exchange of experience, inclination to listen, overcoming the difficulties of individualism and isolation presents in the organization and realization of pedagogical work routine.

  17. Workplace continuing education for nurses caring for hospitalised older people.

    Science.gov (United States)

    Baumbusch, Jennifer; Shaw, Maureen; Leblanc, Marie-Eve; Kjorven, Mary; Kwon, Jae-Yung; Blackburn, Lorraine; Lawrie, Barb; Shamatutu, Marilyn; Wolff, Angela C

    2017-12-01

    To develop, implement and evaluate a workplace continuing education programme about nursing care of hospitalised older people. The healthcare system cannot rely solely upon nurses' prelicensure education to prepare them to meet the evolving needs of hospitalised older patients. Over the past decade, there has been a dramatic rise in the proportion of older people in hospitals, yet many nurses do not have specialised knowledge about the unique care needs of this population. A multimethod pre-to post-design was employed. Between September 2013 and April 2014, data were collected via surveys, focus groups and interviews. Thirty-two Registered Nurses initially enrolled in the programme of which 22 completed all data points. Three managers also participated in interviews. One-way repeated-measures ANOVAs were conducted to evaluate the effect of the programme and change over time. Qualitative data were analysed using thematic analysis. Survey results indicated improvements in perceptions about nursing care of older people but no changes in knowledge. Themes generated from the qualitative data focused on participants' experiences of taking part in the programme and included: (i) relevance of content and delivery mode, (ii) value of participating in the programme and (iii) continuing education in the context of acute care. This study illustrated the potential role of workplace continuing education in improving care for hospitalised older people, particularly the potential to change nurses' perceptions about this population. Nurses prefer learning opportunities that are varied in delivery of educational elder-focused content and accessible at work. Organisational leaders need to consider strategies that minimise potential barriers to workplace continuing education. Workplace continuing education can play a key role in improving quality of care for hospitalized older adults and ought to be a priority for employers planning education for nurses. © 2017 John Wiley & Sons Ltd.

  18. Graduate Education in Risk Analysis for Food, Agriculture, and Veterinary Medicine: Challenges and Opportunities

    Science.gov (United States)

    Correia, Ana-Paula; Wolt, Jeffrey D.

    2010-01-01

    The notion of risk in relation to food and food production has heightened the need to educate students to effectively deal with risk in relation to decision making from a science-based perspective. Curricula and related materials were developed and adopted to support graduate learning opportunities in risk analysis and decision making as applied…

  19. The Use of Reusable Learning Objects to Enhance the Delivery of Veterinary Education: A Literature Review

    Science.gov (United States)

    Chapman-Waterhouse, Emily; Silva-Fletcher, Ayona; Whittlestone, Kim

    2017-01-01

    The increased demand from learners in higher education to access resources flexibly has resulted in considerable development in the use of Reusable Learning Objects (RLO) via a blended learning format across the sector. This critical review sets out to identify what is currently known about RLO and how those concepts can be applied to…

  20. 34 CFR 389.1 - What is the Rehabilitation Continuing Education Program?

    Science.gov (United States)

    2010-07-01

    ... 34 Education 2 2010-07-01 2010-07-01 false What is the Rehabilitation Continuing Education Program? 389.1 Section 389.1 Education Regulations of the Offices of the Department of Education (Continued... CONTINUING EDUCATION PROGRAMS General § 389.1 What is the Rehabilitation Continuing Education Program? This...

  1. Combining continuing education with expert consultation via telemedicine in Cambodia.

    Science.gov (United States)

    Engle, Xavier; Aird, James; Tho, Ly; Bintcliffe, Fiona; Monsell, Fergal; Gollogly, Jim; Noor, Saqib

    2014-04-01

    Telemedicine has the potential to increase access to both clinical consultation and continuing medical education in Cambodia. We present a Cambodian surgical centre's experience with a collaboration in which complicated orthopaedic cases were presented to a panel of consultants using free online videoconferencing software, providing a combined opportunity for both continuing education and the enhancement of patient care. Effects of the case conference on patient care were examined via a retrospective review and clinician perspectives were elicited via a qualitative survey. The case conference altered patient care in 69% of cases. All Cambodian staff reported learning from the conference and 78% reported changes in their care for patients not presented at the conference. Real-time videoconferencing between consultants in the developed world and physicians in a developing country may be an effective, low-cost and easily replicable means of combining direct benefits to patient care with continuing medical education.

  2. Satisfaction with a distance continuing education program for health professionals.

    Science.gov (United States)

    Bynum, Ann B; Irwin, Cathy A; Cohen, Betty

    2010-09-01

    This study assessed differences in program satisfaction among health professionals participating in a distance continuing education program by gender, ethnicity, discipline, and community size. A one-group posttest design was used with a sample of 45,996 participants in the University of Arkansas for Medical Sciences, Rural Hospital, Distance Continuing Medical Education Program during 1995-2007. This program provided 2,219 continuing education programs for physicians (n = 7,047), nurses (n = 21,264), allied health (n = 3,230) and dental (n = 305) professionals, pharmacists (n = 4,088), administrators (n = 1,211), and marketing/finance/human resources professionals (n = 343). These programs were provided in Arkansas hospitals, clinics, and area health education centers. Interactive video technology and the Internet were used to deliver these programs. The program satisfaction instrument demonstrated adequate internal consistency reliability (Cronbach's alpha = 0.91) and construct validity. Participants had high levels of satisfaction regarding knowledge and skills, use of information to enhance patient care, program quality, and convenience of the technology (mean total satisfaction score = 4.44, range: 1-5). Results from the t-test for independent samples and one-way analysis of variance indicated that men (p = 0.01), African-Americans and Hispanics (p distance continuing education programs.

  3. Advancing Public Health through Continuing Education of Health Care Professionals

    Science.gov (United States)

    Hudmon, Karen Suchanek; Addleton, Robert L.; Vitale, Frank M.; Christiansen, Bruce A.; Mejicano, George C.

    2011-01-01

    This article describes how the CS2day (Cease Smoking Today) initiative positioned continuing education (CE) in the intersection between medicine and public health. The authors suggest that most CE activities address the medical challenges that clinicians confront, often to the neglect of the public health issues that are key risk factors for the…

  4. Continuing Medical Education: Closing The Gap Between Medical ...

    African Journals Online (AJOL)

    Continuing medical education (CME) has long been recognized as the key to updating and maintaining the knowledge and skill of health professionals.CME activities are well advocated, accepted and regulated in the developed world with sanctions for non-participation. In developing countries, including West Africa ...

  5. Continuing Education Programs within the American Heart Association

    Science.gov (United States)

    Lembright, Katherine A.

    1970-01-01

    Because it believes the nurse can and must be a participant in the co-professional health team (doctor, nurse), the American Heart Association has become increasingly concerned with planning and carrying out activities that contribute to the continuing education of nurses. (PT)

  6. Marketing and Market Research for Adult and Continuing Education.

    Science.gov (United States)

    Buckmaster, Annette

    Marketing is an essential part of conducting a continuing education program, but marketing consists of more than just promotion. According to Kotler, exchange is the central concept underlying marketing. Marketing involves understanding, planning, implementing, and controlling this exchange. The exchange situation contains all the elements of the…

  7. Challenges of Women Participation in Continuing Higher Education ...

    African Journals Online (AJOL)

    This paper investigated the challenges or constraints of women in continuing higher education programme with particular focus on the B.Ed part-time programme of the University of Lagos. A simple survey research design was employed to explore the issue. A 15 item questionnaire supplemented with oral interview ...

  8. Case Study: Online Continuing Education for New Librarians

    Science.gov (United States)

    Hendrix, Beth R.; McKeal, Alyse E.

    2017-01-01

    Continuing education is vital for new librarians to gain skills and knowledge beyond library school. Professional development offered free in an online environment is often the best option for staying current on the issues and trends necessary for young librarians to grow and flourish. This paper presents a case study of an online professional…

  9. Improving the Relationship between Continuing Education Leadership and Marketing Directors

    Science.gov (United States)

    Fong, Jim

    2009-01-01

    In this economy, college and university continuing education units will not automatically reap the benefits of returning adult learners as in past recessions: this economy caused a drastic reduction of resources available to the workforce and for personal revenue. As a result of decreased personal income and workforce training funding, competition…

  10. The Audioconference: Delivering Continuing Education for Addictions Workers in Canada.

    Science.gov (United States)

    Burge, E. J.; And Others

    1993-01-01

    Used audio conferencing for continuing education of Francophone and Anglophone addictions workers across Canada. Evaluation revealed that program design enabled cost-effective, real-time linking of local groups of professionals with their peers and with external expert colleagues. Found that such contact promoted social goals of networking and…

  11. Diversity and Intercultural Communication in Continuing Professional Education.

    Science.gov (United States)

    Ziegahn, Linda

    2001-01-01

    Responds to common myths about workplace diversity: (1) there is not much diversity in the workplace; (2) the way business is done is neutral; and (3) it is the responsibility of minority cultures to adapt to the dominant culture. Suggests responses for continuing professional educators. (JOW)

  12. Chemotherapy in eye cancer | Dolland | Continuing Medical Education

    African Journals Online (AJOL)

    Continuing Medical Education. Journal Home · ABOUT · Advanced Search · Current Issue · Archives · Journal Home > Vol 31, No 4 (2013) >. Log in or Register to get access to full text downloads. Username, Password, Remember me, or Register · Download this PDF file. The PDF file you selected should load here if your ...

  13. Opioid use in palliative care | Hosking | Continuing Medical Education

    African Journals Online (AJOL)

    Continuing Medical Education. Journal Home · ABOUT THIS JOURNAL · Advanced Search · Current Issue · Archives · Journal Home > Vol 21, No 5 (2003) >. Log in or Register to get access to full text downloads. Username, Password, Remember me, or Register. Opioid use in palliative care. M Hosking. Abstract.

  14. Trends in Innovation in Continuing Education and Training.

    Science.gov (United States)

    Steedman, Hilary; And Others

    This collection includes a series of reports presenting the main results of a project to identify trends in continuing education and training in eight countries throughout Western Europe. The following reports are included: "Synthesis Report," by Hilary Steedman; "Belgium," by staff at the Office National de l'Emploi;…

  15. Continuing Medical Education - Vol 27, No 1 (2009)

    African Journals Online (AJOL)

    Continuing Medical Education - Vol 27, No 1 (2009). Journal Home > Archives ... Irritable bowel syndrome · EMAIL FREE FULL TEXT EMAIL FREE FULL TEXT DOWNLOAD FULL TEXT DOWNLOAD FULL TEXT. G Watermeyer. Burn wound infection · EMAIL FREE FULL TEXT EMAIL FREE FULL TEXT · DOWNLOAD FULL ...

  16. The University of Oxford's Approach to Adult and Continuing Education.

    Science.gov (United States)

    Scott, R. Neil

    1988-01-01

    Reviews the historical development of adult and continuing education as provided through the Open University system of Great Britain. An interview with the librarian for Oxford's Department of External Studies examines the current status of the program and describes the library services available to participants. (8 references) (CLB)

  17. Handbook on Effective Implementation of Continuing Education at the Grassroots.

    Science.gov (United States)

    United Nations Educational, Scientific and Cultural Organization, Bangkok (Thailand). Principal Regional Office for Asia and the Pacific.

    This document is intended to assist individuals directly involved in delivery and implementation of grassroots continuing education programs in the Asia-Pacific region. The first half of the handbook consists of chapters on the following topics: (1) the handbook's structure, contents, audience, and use; (2) the nature and scope of continuing…

  18. Continuing Education: A National Imperative for School Nursing Practice

    Science.gov (United States)

    Vought-O'Sullivan, Victoria; Meehan, Nancy K.; Havice, Pamela A.; Pruitt, Rosanne H.

    2006-01-01

    Competency-based continuing education is critical to the professional development of school nurses to ensure the application of timely, age-appropriate clinical knowledge and leadership skills in the school setting. School nurses are responsible for a large number of students with a variety of complex and diverse health care needs. Benner's theory…

  19. Continuing education in geriatrics for rural health care providers in ...

    African Journals Online (AJOL)

    Population trends in developing countries show an increasing population of older adults (OAs), especially in rural areas. The purpose of this study was to explore the geriatrics continuing education needs of health care providers (HCPs) working in rural Uganda. The study employed a descriptive design to collect data from ...

  20. Promotion--A Controllable Marketing Tool of Continuing Education Administration

    Science.gov (United States)

    Bramblett, Larry R.

    1974-01-01

    Promotion is a controllable marketing tool of continuing education and extension administration and should be treated as such. By analyzing current promotional efforts and planning future promotional activities, the extension manager can communicate with his market with more efficiency and greater effectiveness. (Author)

  1. The Problem of Pseudoscience in Social Work Continuing Education

    Science.gov (United States)

    Thyer, Bruce A.; Pignotti, Monica

    2016-01-01

    The National Association of Social Workers requires social workers to obtain continuing education (CE) after they receive their social work degrees. A large and profitable industry that has emerged catering to this need for CE that is particularly focused on the needs of licensed social workers. Quality control mechanisms in place to monitor the…

  2. Do Continuing Medical Education Articles Foster Shared Decision Making?

    Science.gov (United States)

    Labrecque, Michel; Lafortune, Valerie; Lajeunesse, Judith; Lambert-Perrault, Anne-Marie; Manrique, Hermes; Blais, Johanne; Legare, France

    2010-01-01

    Introduction: Defined as reviews of clinical aspects of a specific health problem published in peer-reviewed and non-peer-reviewed medical journals, offered without charge, continuing medical education (CME) articles form a key strategy for translating knowledge into practice. This study assessed CME articles for mention of evidence-based…

  3. Organising Continuity and Quality of the European Educational Research Association

    Science.gov (United States)

    Jochems, Wim; Wubbels, Theo

    2014-01-01

    Research associations tend to be voluntary by nature and therefore unstable in character, and thus are subject to threat for their continuity. History has shown that the European Educational Research Association (EERA) is not an exception to this rule. Because EERA Council and the board members are volunteers with limited time, experience and…

  4. The importance of continuing education for transplant coordination staff.

    Science.gov (United States)

    Tokalak, Ibrahim; Emiroğlu, Remzi; Karakayali, Hamdi; Bilgin, Nevzat; Haberal, Mehmet

    2005-06-01

    Continuous quality improvement activities are necessary to achieve excellence at any institution. The Başkent University Hospitals have implemented continuous in-service training programs to improve all health services provided. Also, continuing medical education programs are being instituted in organ procurement and transplantation centers. In addition to receiving basic orientation and training upon hiring, transplant coordination staff complete forms that detail their current training status, further job training needed, and other courses of interest. The information is used to monitor skill levels, to determine the success of educational programs, and to identify further education that is needed. Our aim is to improve the quality of transplant coordination activities and increase organ donation at the hospitals in our network through effective monitoring and evaluation of continuous in-service training. These training programs enhance staff members' understanding of and participation in procedures related to transplantation and improves the total quality of the transplantation process. In the near future, this training model may be used to improve the donor hospital education program in Turkey.

  5. Veterinary public health in a problem-based learning curriculum at the Western University of Health Sciences.

    Science.gov (United States)

    Schmidt, Peggy L; Trevejo, Rosalie T; Tkalcic, Suzana

    2008-01-01

    As detailed in the Association of Schools of Public Health / Association of American Veterinary Medical Colleges 2007 Joint Symposium on Veterinary Public Health, veterinary public health (VPH) can no longer be viewed as a unique sub-specialty of veterinary medicine. Rather, its practice pervades nearly every aspect of the veterinary profession, regardless of whether the practitioner is engaged in small-animal, large-animal, research, corporate, or military practice. In congruence with the practice of VPH, the teaching of VPH should also pervade nearly every aspect of veterinary education. Accordingly, at Western University of Health Sciences, College of Veterinary Medicine (WU-CVM), public health is not simply taught as an individual course but, rather, is interwoven into almost every aspect of the curriculum, continually emphasizing the relevance of this discipline to the practice of veterinary medicine. This article outlines the teaching philosophy of WU-CVM, provides an overview of the curriculum, and describes the integral nature of public health throughout all four years of the educational program.

  6. Coaches’ Preferences for Continuing Coaching Education in South Africa

    Directory of Open Access Journals (Sweden)

    Kubayi Alliance

    2016-04-01

    Full Text Available The purpose of this study was to examine coaches’ preferences for continuing coaching education. The sample consisted of 122 male and 102 female coaches from the Gauteng Province of South Africa who were purposively recruited to participate in this study. The results of this study showed that the coaches wanted to learn more about motivational techniques, advanced instructional drills, advanced first aid, goal setting, character building and conditioning drills. The results further indicated that sport coaches would be more likely to continue their coaching education if they had a desire to coach at a high level, if topics were relevant and if courses were in line with league requirements and were available online. The practical implications of the findings for the development of coaching education programmes in South Africa were discussed.

  7. Domestic violence shelter partnerships and veterinary student attitudes at North American veterinary schools and colleges.

    Science.gov (United States)

    Creevy, Kate E; Shaver, Stephanie L; Cornell, Karen K

    2013-01-01

    Animal abuse and domestic violence are linked issues, and pet ownership is reported to play a crucial role in the choice to leave an abusive situation. Although veterinarians witness the effects of abuse and violence over the course of their careers, they have limited training regarding these issues. One mechanism for educating veterinary students while providing a service for victims of domestic violence is the creation of partnerships between domestic violence shelters and veterinary schools. These extracurricular programs can provide both care for pets belonging to victims of domestic violence and an educational platform for student participants. The goals of this study were to determine the prevalence and characteristics of domestic violence shelter partnerships (DVSPs) at North American veterinary teaching hospitals and to determine whether the presence of a DVSP was associated with increased awareness among veterinary students regarding animal abuse and domestic violence. Nine of 33 veterinary schools surveyed described a DVSP program. Students at schools with DVSPs associated with their veterinary teaching hospitals were significantly more likely to indicate that their awareness of the link between animal abuse and domestic violence had increased during veterinary school. Most veterinary students reported that they felt poorly prepared to handle domestic violence and animal abuse issues in the workplace. This study indicates that extracurricular DVSPs are a viable means of educating veterinary students regarding domestic violence and animal abuse. A need for improved education on these topics in veterinary schools across North America is identified.

  8. One world of veterinary medicine.

    Science.gov (United States)

    King, L J

    2009-08-01

    The veterinary profession finds itself in the midst of a new world order. Today veterinarians are part of a world that is exquisitely interconnected culturally, economically, socially, and professionally. As a consequence, societal needs and expectations of the profession are more demanding, critical and far-reaching. Veterinarians must play important roles in five intersecting domains of work: public health, bio-medical research, global food safety and security, ecosystem health and the more traditional role of caring for animals. To be successful in this broad and complex range of services and activities, veterinarians must possess an expanded knowledge base, acquire new skills, and develop a new mindset that will ensure their success and excellence in all these domains. The veterinary profession is becoming more fragmented and specialised, and it needs to be brought back together by a single sphere of knowledge or discipline that can serve as an intellectual foundation. The concept of One World of Veterinary Medicine can do just that. With this mindset veterinarians will become better connected to the world around and gain new public recognition and esteem. To achieve this, a special commitment by academic veterinary medicine is, of course, essential. Veterinary schools must lead an educational transformation that reaffirms the social contract of veterinarians and works to align diverse sectors, build a global community, find a common purpose and expand the 21st Century veterinary portfolio of services, activities, and new possibilities.

  9. Positioning Continuing Education: Boundaries and Intersections between the Domains Continuing Education, Knowledge Translation, Patient Safety and Quality Improvement

    Science.gov (United States)

    Kitto, Simon; Bell, Mary; Peller, Jennifer; Sargeant, Joan; Etchells, Edward; Reeves, Scott; Silver, Ivan

    2013-01-01

    Public and professional concern about health care quality, safety and efficiency is growing. Continuing education, knowledge translation, patient safety and quality improvement have made concerted efforts to address these issues. However, a coordinated and integrated effort across these domains is lacking. This article explores and discusses the…

  10. European Union Directive Documents on Informal Continuous Education of Adults

    Directory of Open Access Journals (Sweden)

    Aldona Blažienė

    2011-04-01

    Full Text Available There are rapid economic and social changes happening in Lithuania. In order for people to adjust to new farming conditions, it is very important to acquire and use actual information, to gain new competences. Therefore the purpose of all educational measures is to create an efficient and harmonious continuous training and educational system which would be generally available, which would ensure that labour force meets the requirements of labour market and which provides an opportunity to lifelong learning. The most valuable products are actual information, knowledge, skills. Special attention should be drawn, to professional training and common education of all the employed. Knowledge in application of new technologies, learning about meeting the standards of quality, understanding environmental issues and importance of preserving landscape and cultural heritage, improving skills of initiativeness, business, and communication. Only continuous improvement of qualification and re-qualification can assure lasting activities. Without continuous and effective education of all the population, which is generally available and meets the demands of vast majority, successful development of Lithuanian Republic is impossible.

  11. NIGERIAN VETERINARY JOURNAL

    African Journals Online (AJOL)

    ADEYEYE

    Nigerian Veterinary Journal 37(3). 2016. Okorie-Kanu et al. 160. NIGERIAN VETERINARY JOURNAL. ISSN 0331-3026. Nig. Vet. J., September 2016. Vol. 37 (3): ... Nigeria; 3Department of Veterinary Pathology and Microbiology, University of Nigeria, Nsukka, Enugu state,. Nigeria. ...... (ASVCP), International Veterinary.

  12. NIGERIAN VETERINARY JOURNAL

    African Journals Online (AJOL)

    ADEYEYE

    1Department of Veterinary Anatomy, Faculty of Veterinary Medicine, University of Ibadan, Nigeria.. 2Department of Veterinary Anatomy, College of Veterinary Medicine, Federal University of Abeokuta, Ogun State,. Nigeria. *Corresponding Authors: .... medial and lateral canthi of each eye. Philtrum Height (PH). Measured ...

  13. NIGERIAN VETERINARY JOURNAL

    African Journals Online (AJOL)

    ADEYEYE

    2000-07-02

    Jul 2, 2000 ... Nigerian Veterinary Journal 36(4). 2015. Owoyemi et al. 1341. NIGERIAN VETERINARY JOURNAL. ISSN 0331-3026. Nig. Vet. J., December 2015 ... medicine, 3Department of Veterinary Anatomy, Faculty of Veterinary Medicine, University of Ibadan, Nigeria. .... in wound or burn healing, internal intake of.

  14. Veterinary School Applicants: Financial Literacy and Behaviors.

    Science.gov (United States)

    Carr, McKensie M; Greenhill, Lisa M

    2015-01-01

    Each year the Association of American Veterinary Medical Colleges (AAVMC) conducts a survey after the close of the Veterinary Medical College Application Service (VMCAS) application. The survey provides a glimpse into applicant behavior surrounding the veterinary school application process. Additional survey questions probe into applicant financial behaviors, use of financial products and services, and pet ownership. This article examines the 2013 survey data from applicants who successfully completed the application, with a focus on applicant financial literacy and behaviors. Data from the study revealed a disconnect between applicants' perception of their ability to deal with day-to-day finances and their actual financial behaviors, particularly for first-generation college student applicants and applicants who are racially/ethnically underrepresented in veterinary medicine (URVM). Many applicants were not able to accurately report the average veterinary school graduate's student debt level, which suggests the potential need for better education about the costs associated with attending veterinary school.

  15. Welcome to Veterinary Medicine: Research and Reports

    Directory of Open Access Journals (Sweden)

    Musser JMB

    2011-09-01

    Full Text Available Musser Jeffrey MBDepartment of Veterinary Pathobiology, College of Veterinary Medicine, Texas A&M University, TX, USAThis year marks the 250th anniversary of the Royal Veterinary School in Lyon, France, the world's first veterinary college. Since its inception, many changes have occurred in veterinary medicine such as views on education and didactic learning, demographics of our profession, and standards of practice in animal husbandry, medicine, surgery, anesthesia, and vaccinology. In fact, the concept of infectious diseases has changed - remember the germ theory was proposed a mere 140 years ago. However, one constant tenet in our profession has been the need to disseminate progresses, innovations, advances, and developments in veterinary sciences. Published reports are the foundation for the growth of medicine and science. What would the state of medicine be if Pasteur, Koch, Bourgelat, or Theobald Smith had not published their works?

  16. Veterinary Medical Genetics: A Developing Discipline.

    Science.gov (United States)

    Womack, James E.; Templeton, Joe W.

    1978-01-01

    Areas that will influence the development of veterinary medical genetics as a clinical discipline are discussed, some critical research areas of immediate concern are suggested, and misconceptions held by many practicing veterinarians which must be corrected at the level of veterinary education are identified. (JMD)

  17. 21 CFR 201.105 - Veterinary drugs.

    Science.gov (United States)

    2010-04-01

    ... 21 Food and Drugs 4 2010-04-01 2010-04-01 false Veterinary drugs. 201.105 Section 201.105 Food and Drugs FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) DRUGS: GENERAL LABELING Exemptions From Adequate Directions for Use § 201.105 Veterinary drugs. A drug subject to the...

  18. Staying current by searching the veterinary literature.

    Science.gov (United States)

    Buchanan, Robert A; Wooldridge, Anne A

    2011-01-01

    The body of knowledge in veterinary medicine and the biomedical sciences continues to grow logarithmically, and learning about new developments in veterinary medicine requires successful navigation of recently published literature worldwide. This article examines how veterinarians can use different types of automated services from databases and publishers to search the current and past literature, access articles, and manage references that are found.

  19. 21 CFR 530.5 - Veterinary records.

    Science.gov (United States)

    2010-04-01

    ... 21 Food and Drugs 6 2010-04-01 2010-04-01 false Veterinary records. 530.5 Section 530.5 Food and Drugs FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) ANIMAL DRUGS, FEEDS, AND RELATED PRODUCTS EXTRALABEL DRUG USE IN ANIMALS General Provisions § 530.5 Veterinary records...

  20. Understanding the primary care paradigm: an experiential learning focus of the early veterinary graduate.

    Science.gov (United States)

    Dixon, William H R; Kinnison, Tierney; May, Stephen A

    2017-11-01

    At a time where high levels of stress are reported in the veterinary profession, this study explores the challenges that veterinary graduates encounter when they enter general (first opinion) practice. Participants had written reflective accounts of their 'Most Puzzling Cases' for the postgraduate Professional Key Skills module of the Certificate in Advanced Veterinary Practice, offered by the Royal Veterinary College. Reasons that a case was puzzling, or became challenging, were thematically analysed. Fifteen summaries were analysed. Three core themes were identified: 'clinical reasoning', centred on the limitations of pattern recognition and the methods used to overcome this; the 'veterinary healthcare system', focusing on the need for continuity of care, time pressure and support in the transition to practice; and the 'owner', looking at the broader clinical skills needed to succeed in general practice. Clinical reasoning was raised as an issue; discussion of when pattern recognition is not appropriate and what to do in these cases was common. A lack of experience in general practice case types, and how to best operate in the resource-constrained environment in which they present, is the likely cause of this, suggesting that a greater focus on the primary care paradigm is needed within veterinary education. © British Veterinary Association (unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

  1. National workshop on core competencies for success in the veterinary profession.

    Science.gov (United States)

    Lloyd, James W; King, Lonnie J; Klausner, Jeffrey S; Harris, Donna

    2003-01-01

    A workshop was designed to (1) present results of the Core Competencies for Veterinary Medicine project conducted by Personnel Decisions International (PDI); (2) discuss and analyze the implications of the PDI study results for academia, private practice, and industry; (3) identify actionable items-discuss opportunities and barriers; and (4) develop appropriate recommendations-devise specific actions for implementation as next steps. In total, 25 veterinary colleges were represented at the workshop and a total of 110 attendees participated, a broad cross-section of the veterinary profession (both academic and non-academic). Through an orchestrated combination of general sessions and facilitated, small group discussions, prioritized recommendations for implementation and initial action plans for next steps were developed. Recommendations included publicizing results of the PDI study, reconsidering current admissions policies and processes, evaluating the applicant pool and current recruitment programs, developing structured mentoring programs, enhancing DVM/VMD training programs, coordinating the development of continuing education programs, and overcoming existing barriers to change. Next steps should involve collaborative efforts across all sectors of the veterinary profession to develop plans for implementing the workshop's recommendations. Leadership for follow-up might reasonably come from the Association of American Veterinary Medical Colleges (AAVMC), the American Veterinary Medical Association (AVMA), and the American Animal Hospital Association (AAHA), either individually or collectively, through the National Commission on Veterinary Economic Issues (NCVEI). Partnerships with industry are also possible and should be strongly considered.

  2. Narratives of continued formation: meanings produced by Physical Education Teachers

    Directory of Open Access Journals (Sweden)

    André da Silva Mello

    2015-06-01

    Full Text Available It discusses the meanings given by 14 physical education teachers about their experiences with the continued formation process. It is a (auto biographical narrative research, which used focal groups and interviews as tools for compiling the data. The colaborators are six male teachers and eight female teachers of municipal networks from Serra, Vitoria and Viana municipalities in the metropolitan region of Vitória, ES. The analyzes indicate that the assigned meanings are related to the collective need to reorganize institutional provided formations in dialogue with the political interests of teachers and the specificity of Physical Education as a curriculum component. In general, teachers consider the formation focused on practice and in the teaching profession as those that best reflect their expectations. The practice appears as a know-how to be appropriate from continued formetion to be experienced in school; a knowledge that, when apprehended, is reframed to produce other experiences.

  3. Human Resources Policy. Case Study: Continuing Education Programs

    Directory of Open Access Journals (Sweden)

    Cătălin BABA

    2002-06-01

    Full Text Available Life-long education programs are rather new in Romania, and there is much confusion about their structure, meaning, purposes and usefulness; although there is a clear necessity for these kinds of programs, they were implemented in our country only after recommendations were made by the European institutions. The Babeş-Bolyai University is one of the first and few Romanian universities that actually develop continuing education programs, directed at public services for the use of the local community. In this paper we present a particular case, the Program of Continuous Learning – Defense and Security Studies, designed to assist the 4th Territorial Army Corps based in Cluj-Napoca in its efforts to meet NATO standards. The program offers courses for military personnel in fields like strategic management, decision making processes, human resources management, and, of course, European security, and represents the first project of cooperation between a university and the Romanian army.

  4. Impact of group education on continuous positive airway pressure adherence.

    Science.gov (United States)

    Lettieri, Christopher J; Walter, Robert J

    2013-06-15

    To compare the impact of a group educational program versus individual education on continuous positive airway pressure (CPAP) adherence. Post hoc assessment of a performance improvement initiative designed to improve clinic efficiency, access to care, and time to initiate therapy. Consecutive patients newly diagnosed with obstructive sleep apnea (OSA) initiating CPAP therapy participated in either an individual or group educational program. The content and information was similar in both strategies. Of 2,116 included patients, 1,032 received education regarding OSA and CPAP through a group clinic, and 1,084 received individual education. Among the cohort, 76.6% were men, mean age 48.3 ± 9.2 years, mean body mass index 29.6 ± 4.6 kg/m(2), and mean apnea-hypopnea index was 33.3 ± 24.4 events/hour. Baseline characteristics were similar between groups. CPAP adherence was significantly greater in those participating in a group program than those receiving individual education. Specifically, CPAP was used for more nights (67.2% vs. 62.1%, p = 0.02) and more hours per night during nights used (4.3 ± 2.1 vs. 3.7 ± 2.8, p = 0.03). Further, fewer individuals discontinued therapy (10.6% vs. 14.5%, p CPAP (45.2%. vs. 40.6%, p = 0.08), and time to initiate therapy was shorter (13.2 ± 3.1 versus 24.6 ± 7.4 days, p education resulted in a 3- to 4-fold increase in the number of patients seen per unit time. A group educational program facilitated improved CPAP adherence. If confirmed by prospective randomized studies, group CPAP education may be an appropriate alternative to individual counseling, may improve acceptance of and adherence to therapy, and decrease time to treatment.

  5. Online Continuing Education for Expanding Clinicians' Roles in Breastfeeding Support.

    Science.gov (United States)

    Edwards, Roger A; Colchamiro, Rachel; Tolan, Ellen; Browne, Susan; Foley, Mary; Jenkins, Lucia; Mainello, Kristen; Vallu, Rohith; Hanley, Lauren E; Boisvert, Mary Ellen; Forgit, Julie; Ghiringhelli, Kara; Nordstrom, Christina

    2015-11-01

    Lack of health professional support is an important variable affecting mothers' achievement of breastfeeding goals. Online continuing education is a recognized pathway for disseminating content for improving clinicians' knowledge and supporting efforts to change practices. At the time we developed our project, free, accredited continuing education for physicians related to breastfeeding management that could be easily accessed using portable devices (via tablets/smartphones) was not available. Such resources were in demand, especially for facilities pursuing designation through the Baby-Friendly Hospital Initiative. We assembled a government, academic, health care provider, and professional society partnership to create such a tutorial that would address the diverse content needed for supporting breastfeeding mothers postdischarge in the United States. Our 1.5-hour-long continuing medical and nursing education was completed by 1606 clinicians (1172 nurses [73%] and 434 physicians [27%]) within 1 year. More than 90% of nurses and over 98% of physicians said the tutorial achieved its 7 learning objectives related to breastfeeding physiology, broader factors in infant feeding decisions and practices, the American Academy of Pediatrics' policy statement, and breastfeeding management/troubleshooting. Feedback received from the tutorial led to the creation of a second tutorial consisting of another 1.5 hours of continuing medical and nursing education related to breast examination and assessment prior to delivery, provision of anticipatory guidance to pregnant women interested in breastfeeding, maternity care practices that influence breastfeeding outcomes, breastfeeding preterm infants, breastfeeding's role in helping address disparities, and dispelling common myths. The tutorials contribute to achievement of 8 Healthy People 2020 Maternal, Infant and Child Health objectives. © The Author(s) 2015.

  6. Meeting the continuing education needs of nurses in rural settings.

    Science.gov (United States)

    Anderson, J; Kimber, K

    1991-01-01

    Access to continuing education (CE) for rural nurses is hampered by distance, cost factors, and the lack of sufficient personnel to provide coverage when nurses are away from work. Additionally, because rural nurses function as generalists rather than specialists, CE programs should focus on the generalist perspective. The Nevada Area Health Education Center (AHEC) has developed a partnership model for providing CE that addresses these considerations, bringing educational programs to the rural site eliminates travel, cost, and coverage problems for the hospitals. In turn, a close working relationship between AHEC and rural personnel to assess needs and coordinate the planning is critical. Attention to logistical detail is critical. The partnership model described is the foundation of a year-round CE program for nurses working in rural and frontier areas.

  7. ASVCP quality assurance guidelines: control of preanalytical, analytical, and postanalytical factors for urinalysis, cytology, and clinical chemistry in veterinary laboratories.

    Science.gov (United States)

    Gunn-Christie, Rebekah G; Flatland, Bente; Friedrichs, Kristen R; Szladovits, Balazs; Harr, Kendal E; Ruotsalo, Kristiina; Knoll, Joyce S; Wamsley, Heather L; Freeman, Kathy P

    2012-03-01

    In December 2009, the American Society for Veterinary Clinical Pathology (ASVCP) Quality Assurance and Laboratory Standards committee published the updated and peer-reviewed ASVCP Quality Assurance Guidelines on the Society's website. These guidelines are intended for use by veterinary diagnostic laboratories and veterinary research laboratories that are not covered by the US Food and Drug Administration Good Laboratory Practice standards (Code of Federal Regulations Title 21, Chapter 58). The guidelines have been divided into 3 reports: (1) general analytical factors for veterinary laboratory performance and comparisons; (2) hematology, hemostasis, and crossmatching; and (3) clinical chemistry, cytology, and urinalysis. This particular report is one of 3 reports and documents recommendations for control of preanalytical, analytical, and postanalytical factors related to urinalysis, cytology, and clinical chemistry in veterinary laboratories and is adapted from sections 1.1 and 2.2 (clinical chemistry), 1.3 and 2.5 (urinalysis), 1.4 and 2.6 (cytology), and 3 (postanalytical factors important in veterinary clinical pathology) of these guidelines. These guidelines are not intended to be all-inclusive; rather, they provide minimal guidelines for quality assurance and quality control for veterinary laboratory testing and a basis for laboratories to assess their current practices, determine areas for improvement, and guide continuing professional development and education efforts. © 2012 American Society for Veterinary Clinical Pathology.

  8. Survey of animal welfare, animal behavior, and animal ethics courses in the curricula of AVMA Council on Education-accredited veterinary colleges and schools.

    Science.gov (United States)

    Shivley, Chelsey B; Garry, Franklyn B; Kogan, Lori R; Grandin, Temple

    2016-05-15

    OBJECTIVE To explore the extent to which veterinary colleges and schools accredited by the AVMA Council on Education (COE) have incorporated specific courses related to animal welfare, behavior, and ethics. DESIGN Survey and curriculum review. SAMPLE All 49 AVMA COE-accredited veterinary colleges and schools (institutions). PROCEDURES The study consisted of 2 parts. In part 1, a survey regarding animal welfare, behavior, and ethics was emailed to the associate dean of academic affairs at all 49 AVMA COE-accredited institutions. In part 2, the curricula for the 30 AVMA COE-accredited institutions in the United States were reviewed for courses on animal behavior, ethics, and welfare. RESULTS Seventeen of 49 (35%) institutions responded to the survey of part 1, of which 10 offered a formal animal welfare course, 9 offered a formal animal behavior course, 8 offered a formal animal ethics course, and 5 offered a combined animal welfare, behavior, and ethics course. The frequency with which courses on animal welfare, behavior, and ethics were offered differed between international and US institutions. Review of the curricula for the 30 AVMA COE-accredited US institutions revealed that 6 offered a formal course on animal welfare, 22 offered a formal course on animal behavior, and 18 offered a formal course on animal ethics. CONCLUSIONS AND CLINICAL RELEVANCE Results suggested that AVMA COE-accredited institutions need to provide more formal education on animal welfare, behavior, and ethics so veterinarians can be advocates for animals and assist with behavioral challenges.

  9. The Mississippi State University College of Veterinary Medicine Shelter Program

    Science.gov (United States)

    Bushby, Philip; Woodruff, Kimberly; Shivley, Jake

    2015-01-01

    Simple Summary First initiated in 1995 to provide veterinary students with spay/neuter experience, the shelter program at the Mississippi State University College of Veterinary Medicine has grown to be comprehensive in nature incorporating spay/neuter, basic wellness care, diagnostics, medical management, disease control, shelter management and biosecurity. Junior veterinary students spend five days in shelters; senior veterinary students spend 2-weeks visiting shelters in mobile veterinary units. The program has three primary components: spay/neuter, shelter medical days and Animals in Focus. Student gain significant hands-on experience and evaluations of the program by students are overwhelmingly positive. Abstract The shelter program at the Mississippi State University College of Veterinary Medicine provides veterinary students with extensive experience in shelter animal care including spay/neuter, basic wellness care, diagnostics, medical management, disease control, shelter management and biosecurity. Students spend five days at shelters in the junior year of the curriculum and two weeks working on mobile veterinary units in their senior year. The program helps meet accreditation standards of the American Veterinary Medical Association’s Council on Education that require students to have hands-on experience and is in keeping with recommendations from the North American Veterinary Medical Education Consortium. The program responds, in part, to the challenge from the Pew Study on Future Directions for Veterinary Medicine that argued that veterinary students do not graduate with the level of knowledge and skills that is commensurate with the number of years of professional education. PMID:26479234

  10. Continuing midwifery education beyond graduation: Student midwives' awareness of continuous professional development.

    Science.gov (United States)

    Embo, M; Valcke, M

    2017-05-01

    Midwifery education plays an important role in educating graduates about engaging in continuous professional development (CPD) but there is a lack of empirical research analysing student midwives' awareness of CPD beyond graduation. We aimed to explore student midwives' awareness of the need to become lifelong learners and to map their knowledge of CPD activities available after graduation. Therefore, forty-seven reflective documents, written in the last week of student midwives' training programme, were analysed in a thematic way. Content analysis confirmed student midwives' awareness of the importance of CPD before graduation. They mentioned different reasons for future involvement in CPD and described both, formal and informal CPD-activities. Respondents were especially aware of the importance of knowledge, to a lesser degree of skills-training and still less of the potential value of the Internet for individual and collective learning. Respondents perceived a need for a mandatory preceptorship. Supporting learning guides were highly valued and the importance of reflection on CPD was well-established. This could have resulted from an integrated reflective learning strategy during education. Undergraduate midwives are aware of the importance of CPD and the interplay of formal and informal learning activities. Virtual learning requires special attention to overcome CPD challenges. Copyright © 2015 Elsevier Ltd. All rights reserved.

  11. [Continuing education in ethics: from clinical ethics to institutional ethics].

    Science.gov (United States)

    Brazeau-Lamontagne, Lucie

    2012-01-01

    The mandate of the Ethics Committee of the Conseil de médecins, dentistes et pharmaciens (CMDP) at the Centre hospitalier universitaire de Sherbrooke (CHUS), Sherbrooke, Quebec is three-fold: to guide the clinical decision; to address the institutional ethical function; to create the program for continuing education in ethics (Formation éthique continue or FEC). Might FEC be the means of bridging from individual ethics to institutional ethics at a hospital? To take the FEC perspectives considered appropriate for doctors and consider them for validation or disproving in the context of those of other professionals. Situate the proposed FEC mandate in a reference framework to evaluate (or triangulate) the clinical decision and the institutional ethic. CONVICTION: Sustainable professional development for doctors (DPD) includes ethics; it cannot be ignored. Without constant attention to upgrading one's abilities in professional ethics, these suffer the same fate as other professional aptitudes and competences (for example, techniques and scientific knowledge): decay.

  12. Improving continuing medical education by enhancing interactivity: lessons from Iran.

    Science.gov (United States)

    Faghihi, Seyed Aliakbar; Khankeh, Hamid Reza; Hosseini, Seyed Jalil; Soltani Arabshahi, Seyed Kamran; Faghih, Zahra; Parikh, Sagar V; Shirazi, Mandana

    2016-04-01

    Continuing Medical Education (CME) has been considered as a lifelong commitment for doctors to provide the optimal care for patients. Despite a long history of creating CME programs, outcomes are far from ideal. The present qualitative study aims to clarify the barriers affecting effectiveness of the CME programs in Iran based on the experiences of general practitioners. Sixteen general practitioners were recruited to participate in in-depth interviews and field observations concerning experiences with CME. The study was performed using a qualitative content analysis method. The codes, categories and themes were explored through an inductive process in which the researchers moved from specific to general. The participants' experiences identified a number of barriers, particularly insufficient interaction with the instructors; additional problems included the teachers' use of an undifferentiated approach; unreal and abstract CME; and ignorance of the diverse reasons to participate in CME. Based on the study results, there are multiple barriers to effective implementation of CME in Iran. The key barriers include insufficient interaction between the trainees and providers, which must be considered by other stakeholders and program designers. Such interactions would facilitate improved program design, invite more specific tailoring of the education to the participants, allow for more effective educational methods and set the stage for outcome evaluation from the learners actually applying their new knowledge in practice. Replication of these findings with another sample would improve confidence in these recommendations, but these findings are broadly consistent with findings in the educational literature on improving the efficacy of CME.

  13. Online Continuing Medical Education for the Latin American Nephrology Community.

    Science.gov (United States)

    Margolis, Alvaro; Gonzalez-Martinez, Francisco; Noboa, Oscar; Abbud-Filho, Mario; Lorier, Leticia; Nin, Marcelo; Silvariño, Ricardo; García, Sofía; Pefaur, Jacqueline; Greloni, Gustavo C; Noronha, Irene L; Lopez, Antonio; Ribeiro-Alves, María A; Tanús, Roberto; Fernández-Cean, Juan

    2015-01-01

    A continuing medical education (CME) course was implemented for Latin American nephrologists in 2013. The topic was Immunopathology in native and transplanted kidneys. The course was given in Spanish and Portuguese. The activities included a distance education seven-week asynchronous online modality with multiple educational strategies. Thirty hours of study workload were estimated to complete the course. Four hundred and ninety-eight physicians coming from 18 countries registered for the course; 442 of them participated in it. Of those who participated, 51% received a certificate of completion and 29% a certificate of participation. Sixty-five percent of registrants participated in the case discussions. Eighty-six percent were very satisfied and 13% were satisfied. Lack of time to devote to the course was the main limitation expressed (62%), while Internet access or difficulties in the use of technology were considered by only 12 and 6% of participants, respectively. There was a significant increase in knowledge between before and after the course; the average grade increased from 64 to 83%. In conclusion, technology-enabled education demonstrated potential to become an instrument for Latin American nephrologists.

  14. Influence of continuing medical education workshops on participant learning.

    Science.gov (United States)

    Rodenhauser, P; Markert, R J

    1989-01-01

    The challenge of assessing the effectiveness of continuing medical education (CME) programs is formidable and intriguing. Two workshops on program factors affecting resident recruitment, conducted at annual meetings of the American Association of Directors of Psychiatric Residency Training, were evaluated for their influence on participant learning. Based on pre- and post-workshop questionnaires, participant perceptions and attitudes changed as a result of the workshop experience. The changes closely paralleled the planned and spontaneous discussion content. In describing the workshop-related changes, factors affecting residency program recruitment and aspects of CME program evaluation are discussed. A suggestion for enhancing workshop evaluations is incorporated.

  15. Municipal boards and educational management: the continuing education distance and its movements

    Directory of Open Access Journals (Sweden)

    Dalla Corte, Marilene Gabriel

    2014-04-01

    Full Text Available Through scientific research in development, this article is based on distance extension actions of continuing education of a specific public program, the National Program of Training Municipal Counselors of Education (Pro-Council. This program targets a policy of democratization of education management and qualification on work of municipal counselors of education as well as education technicians in relation to educational practices, legislation, financing mechanisms, transfer and control of the use of funds of education in order to enable a good performance of the Municipal Boards of Education (MCE in their socio-educational institutions. In this context, the objective is recognizing and analyzing the continuing education impacts developed under Pro-Council/Federal University of Santa Maria about aspects as competence and commitment of ex-attendants at the Municipal Councils of Education as a democratic collective bodies. The study is developed under a quantitative and qualitative approach, using the production of semi-open questionnaires data applied to counselors and technicians. From this, we stress the growing interest of the Boards of Education and the Departments of Education to capacitate their counselors and technicians; the establishment and implementation of new Municipal Boards of Education in Rio Grande do Sul State/Brazil; the relationship between the professional exercise and political and theoretical reflection; and so on. Whereas the Municipal Boards of Education are required to consolidate the democratic management, it is very important the training of individuals involved and especially establishing dialogic processes with social demands of each municipality, mainly, the educational ones, in the sense of [re] building the public policies for basic education in a responsible and participatory way.

  16. The Mississippi State University College of Veterinary Medicine Shelter Program.

    Science.gov (United States)

    Bushby, Philip; Woodruff, Kimberly; Shivley, Jake

    2015-04-24

    The shelter program at the Mississippi State University College of Veterinary Medicine provides veterinary students with extensive experience in shelter animal care including spay/neuter, basic wellness care, diagnostics, medical management, disease control, shelter management and biosecurity. Students spend five days at shelters in the junior year of the curriculum and two weeks working on mobile veterinary units in their senior year. The program helps meet accreditation standards of the American Veterinary Medical Association's Council on Education that require students to have hands-on experience and is in keeping with recommendations from the North American Veterinary Medical Education Consortium. The program responds, in part, to the challenge from the Pew Study on Future Directions for Veterinary Medicine that argued that veterinary students do not graduate with the level of knowledge and skills that is commensurate with the number of years of professional education.

  17. Historical Experiments and Science Education--From Conceptual Planning of Exhibitions to Continuing Education for Teachers

    Science.gov (United States)

    Teichmann, Juergen

    2015-01-01

    At the Deutsches Museum in München, we established in the department of education during more than 35 years a series of historical experiments and constructed apparatus for pedagogic purposes. We use these reproductions mainly for continuing teacher education within our department. At the exhibitions of the Deutsches Museum there exist many…

  18. NIGERIAN VETERINARY JOURNAL

    African Journals Online (AJOL)

    ADEYEYE

    Department of Veterinary Pathology and Microbiology; Faculty of Veterinary Medicine, Universiti Putra Malaysia, ... Parasitic diseases have a debilitating impact on human and animal health worldwide particularly in developing countries. Haemoparasitism have largely been ..... exerts a major health concern in domestic.

  19. Biomarkers in Veterinary Medicine.

    Science.gov (United States)

    Myers, Michael J; Smith, Emily R; Turfle, Phillip G

    2017-02-08

    This article summarizes the relevant definitions related to biomarkers; reviews the general processes related to biomarker discovery and ultimate acceptance and use; and finally summarizes and reviews, to the extent possible, examples of the types of biomarkers used in animal species within veterinary clinical practice and human and veterinary drug development. We highlight opportunities for collaboration and coordination of research within the veterinary community and leveraging of resources from human medicine to support biomarker discovery and validation efforts for veterinary medicine.

  20. Thirtieth Annual Congress on Veterinary Acupuncture: IVAS Report

    Directory of Open Access Journals (Sweden)

    Krishna Kaphle

    2005-01-01

    Full Text Available More than 155 participants from 25 countries attended the 30th Annual IVAS Congress, September 8–11, 2004 in Oostende, Belgium. The focus was on veterinary acupuncture (AP and immunology, and the event was sponsored by the International Veterinary Acupuncture Society (IVAS. IVAS is a non-profit organization dedicated to promoting excellence in the practice of veterinary AP as an integral part of the total veterinary health care delivery system. The Society endeavors to establish uniformly high standards of veterinary AP through its educational programs and accreditation examination. IVAS seeks to integrate veterinary AP and the practice of Western veterinary science, while also noting that the science of veterinary AP does not overlook allied health systems, such as homeopathy, herbology, nutrition, chiropractic, kinesiology, etc. (www.ivas.org.

  1. Veterinary practice marketeer.

    Science.gov (United States)

    Phillips, Justin

    2015-01-24

    Justin Phillips is marketing manager at White Cross Vets and the Veterinary Marketing Association's (VMA's) Young Veterinary Marketeer of the Year. Here, he describes what he does and why he believes other practices should embrace marketing to improve their quality and client care. British Veterinary Association.

  2. Nigerian Veterinary Journal

    African Journals Online (AJOL)

    The Nigerian Veterinary Journal (NVJ) has been in existence since 1971. The NVJ is published by the Nigerian Veterinary Medical Association (NVMA) as part of the association's commitment to the advancement of Veterinary Medicine in Nigeria and other parts of the world, with a general view of enhancing the livestock ...

  3. Tanzania Veterinary Journal

    African Journals Online (AJOL)

    The Tanzania Veterinary Journal (The Tropical Veterinarian) is a biannual Journal, which publishes original contribution to knowledge on Veterinary Science, Animal Science and Production, and allied sciences including new techniques and developments in Veterinary Medicine. The target readers of the Journal are the ...

  4. NIGERIAN VETERINARY JOURNAL

    African Journals Online (AJOL)

    ADEYEYE

    Nigerian Veterinary Journal 38(3). 2017. Gberindyer et al. 250. NIGERIAN VETERINARY JOURNAL. ISSN 0331-3026. Nig. Vet. J., September 2017. Vol 38 (3): 250-259. ORIGINAL ARTICLE. Drugs Prescription Pattern in Dogs Diagnosed with Parvovirus Enteritis in Some Veterinary Clinics in Nigeria. Gberindyer, F. A.. 1.

  5. NIGERIAN VETERINARY JOURNAL

    African Journals Online (AJOL)

    ADEYEYE

    1Department of Veterinary Anatomy, Michael Okpara University of Agriculture, Umudike, Nigeria, 2Department of. Veterinary Anatomy ... laboratory technologists and academic staff of the departments of veterinary anatomy, pathology and public health. Design of the ... Early histology and histopathology based research was ...

  6. NIGERIAN VETERINARY JOURNAL

    African Journals Online (AJOL)

    ADEYEYE

    Nigerian Veterinary Journal 38(2). 2017. Mustapha et al. 129 ... 1 Department of Veterinary Anatomy, College of Veterinary Medicine, Federal University of Agriculture Abeokuta,. Abeokuta, Ogun State; 2 ..... lamina 9; IB: Internal basilar nucleus; ICI: Intercalated nucleus; ICo9: Intercostal muscle motor neurons of lamina 9; ...

  7. NIGERIAN VETERINARY JOURNAL

    African Journals Online (AJOL)

    ADEYEYE

    Nigerian Veterinary Journal 37(3). 2016. Thomas et al. 123 .... Veterinary Medicine, Federal University of. Agriculture Abeokuta and were ..... immunogenic Salmonella ghost confers protection against internal organ colonization and egg contamination. Veterinary immunology and immunopathology,. 162(1-2): 41–50. JOSHI ...

  8. NIGERIAN VETERINARY JOURNAL

    African Journals Online (AJOL)

    ADEYEYE

    1288. NIGERIAN VETERINARY JOURNAL. ISSN 0331-3026. Nig. Vet. J., December 2015. Vol. 36 (4): 1288-1298. ORIGINAL ARTICLE. Anatomical Studies of ... 1Veterinary Teaching Hospital, Faculty of Veterinary Medicine, University of Ilorin, Ilorin, Nigeria; 2 Department of .... back, the internal organs were measured in.

  9. ICT energy efficiency in higher education. Continuous measurement and monitoring

    Energy Technology Data Exchange (ETDEWEB)

    Ter Hofte, H. [Novay, Enschede (Netherlands)

    2011-11-15

    Power consumption of information and communications technology (ICT) is rising rapidly worldwide. Reducing (the growth in) energy demand helps to achieve sustainability goals in the area of energy resource depletion, energy security, economy, and ecology. Various governments and industry consortia have set out policies and agreements to reduce the (growth in) demand for energy. In the MJA3 agreements in the Netherlands, various organizations, including all 14 universities and 39 universities of applied sciences pledged to achieve 30% increase in energy efficiency in 2020 compared to 2005. In this report, we argue that using the number of kilowatt-hours of final electricity used for ICT per enrolled student per day (kWh/st/d), should be used as the primary metric for ICT energy efficiency in higher education. For other uses of electricity than ICT in higher education, we express electricity use in kilowatthours per person per day (kWh/p/d). Applying continuous monitoring and management of ICT energy is one approach one could take to increase ICT energy efficiency in education. In households, providing direct (i.e. real-time) feedback about energy use typically results in 5-15% energy savings, whereas indirect feedback (provided some time after consumption occurs), results in less energy savings, typically 0-10%. Continuous measurement of ICT electricity use can be done in a variety of ways. In this report, we distinguish and describe four major measurement approaches: (1) In-line meters, which require breaking the electrical circuit to install the meter; (2) clamp-on-meters, which can be wrapped around a wire; (3) add-ons to existing energy meters, which use analog or digital ports of existing energy meters; (4) software-only measurement, which uses existing network interfaces, protocols and APIs. A measurement approach can be used at one or more aggregation levels: at building level (to measure all electrical energy used in a building, e.g. a datacenter); at

  10. An online survey of chiropractors' opinions of continuing education

    Directory of Open Access Journals (Sweden)

    Smith Dean L

    2005-10-01

    Full Text Available Abstract Background Continuing Education (CE for chiropractors is mandatory for licensure in most North American jurisdictions. Numerous chiropractic colleges have begun collaborating with universities to offer master's degree programs. Distance education master's degree programs may be desirable to allow full-time practicing doctors to further their post-graduate education. The present survey sought to answer three questions. First, what is the level of satisfaction of chiropractors with their continuing education? Second, what is the level of interest of chiropractors in online master's degree programs? Lastly, what is the response rate of chiropractors to an online survey? Methods An online survey consisting of 22 multiple choice questions was e-mailed to 1000 chiropractors randomly selected from the mailing list of an online chiropractic newsletter. Upon completion of the questionnaire, participants' answers were saved on a secure site. Data analysis included evaluation of the demographic characteristics of the respondents, their opinions of and patterns of taking CE including online education, preferred learning formats, and their interest in proposed online master's degree programs. A survey response rate was determined. Results Nearly 86% of respondents felt their previously completed CE courses were either somewhat or extremely satisfactory. Over ninety percent of respondents who had completed online or distance CE coursesfound them to be somewhat or extremelysatisfactory. Almost half the respondents indicated that they most preferred online distance learning, while 34.08% most preferred face-to-face interaction. Fifty-three percent of respondents indicated an interest in starting a master's degree program; however 70.46% of respondents were interested in an online master's degree program that would offer CE credit. A response rate of 35.8% was obtained. Conclusion Satisfaction among chiropractors with CE programs is high. The notion of

  11. Storytelling: a care technology in continuing education for active ageing.

    Science.gov (United States)

    Costa, Nadia Pinheiro da; Polaro, Sandra Helena Isse; Vahl, Eloá Aparecida Caliari; Gonçalves, Lucia Hisako Takase

    2016-01-01

    assessing relevance and effectiveness of care/educational technology in the form of "storytelling" as a strategy in the cultivation of active ageing (AA) for elderly users of a Basic Health Unit (BHU), from the Amazon region. convergent care research (CCR) held in a BHU in Belém, state of Pará, with eight elderly ladies for testing this technology. An active ageing assessment questionnaire and WHOQOL-BREF - quality of life assessment were applied. After training with a view to continuing education, elderly ladies told stories for an audience that addressed the question: "What did you learn from it for your life?" tThe popular stories elicited reactions from which the following categories emerged: solidarity; respect for the other; imagination, dreams, hopes and culture of the Amazonian. This practice had a positive result, producing changes in the quality of life of the elderly, particularly in the psychological domain. "storytelling" proved to be an innovative technology, a relevant and effective resource in health education, especially for active ageing.

  12. Veterinary Forensic Pathology: The Search for Truth.

    Science.gov (United States)

    McDonough, S P; McEwen, B J

    2016-09-01

    Veterinary forensic pathology is emerging as a distinct discipline, and this special issue is a major step forward in establishing the scientific basis of the discipline. A forensic necropsy uses the same skill set needed for investigations of natural disease, but the analytical framework and purpose of forensic pathology differ significantly. The requirement of legal credibility and all that it entails distinguishes the forensic from routine diagnostic cases. Despite the extraordinary depth and breadth of knowledge afforded by their training, almost 75% of veterinary pathologists report that their training has not adequately prepared them to handle forensic cases. Many veterinary pathologists, however, are interested and willing to develop expertise in the discipline. Lessons learned from tragic examples of wrongful convictions in medical forensic pathology indicate that a solid foundation for the evolving discipline of veterinary forensic pathology requires a commitment to education, training, and certification. The overarching theme of this issue is that the forensic necropsy is just one aspect in the investigation of a case of suspected animal abuse or neglect. As veterinary pathologists, we must be aware of the roles filled by other veterinary forensic experts involved in these cases and how our findings are an integral part of an investigation. We hope that the outcome of this special issue of the journal is that veterinary pathologists begin to familiarize themselves with not only forensic pathology but also all aspects of veterinary forensic science. © The Author(s) 2016.

  13. Continuing education programme - Victorian Institute of Forensic Medicine.

    Science.gov (United States)

    Gall, J A; Ranson, D L

    1998-09-01

    With the increasing requirement of the courts for forensic experts to engage in ongoing education, a continuing education programme (CEP) was developed in the field of clinical forensic medicine at the Victorian Institute of Forensic Medicine in 1996. This programme has been described and was initially established to provide a means of education for the contracted forensic medical officers who provide forensic services to the police via the Institute throughout the State of Victoria. Owing to the sparsity of the population and the considerable distances between forensic practitioners, the CEP was designed to cater for individuals who are working alone: in effect, a distance education programme. Forensic pathologists expressed interest in the programme and it was subsequently modified to include forensic pathology cases. Currently, the programme caters for both clinicians and pathologists, and takes the form of four to five cases with related questions which are circulated several times per year. The cases include a mixture of both challenging and ordinary procedural types that may present to practitioners working in either clinical forensic medicine or forensic pathology, or both. The areas covered include: * injury interpretation * procedural matters in relation to adult and child sexual and physical assault * pharmacology/toxicology interpretation of findings * medico-legal issues (e.g. confidentiality, consent, etc.) * issues relating to alcohol and drugs * traffic medicine * clinical and legal aspects of sudden natural death * suspicious deaths * suicide * interpretation of findings at autopsy * fitness for interview * fitness to plead * psychiatric issues * general clinical medical issues. The presentation of each case includes relevant and appropriate details/findings and may include photographs. A series of questions follow which are answered in either short answer or multiple-choice format. The answers are returned and are correlated by a review panel of

  14. Improving continuing medical education by enhancing interactivity: lessons from Iran

    Directory of Open Access Journals (Sweden)

    SEYED ALIAKBAR FAGHIHI

    2016-04-01

    Full Text Available Introduction: Continuing Medical Education (CME has been considered as a lifelong commitment for doctors to provide the optimal care for patients. Despite a long history of creating CME programs, outcomes are far from ideal. The present qualitative study aims to clarify the barriers affecting effectiveness of the CME programs in Iran based on the experiences of general practitioners. Methods: Sixteen general practitioners were recruited to participate in in-depth interviews and field observations concerning experiences with CME. The study was performed using a qualitative content analysis method. The codes, categories and themes were explored through an inductive process in which the researchers moved from specific to general. Results: The participants’ experiences identified a number of barriers, particularly insufficient interaction with the instructors; additional problems included the teachers’ use of an undifferentiated approach; unreal and abstract CME; and ignorance of the diverse reasons to participate in CME. Conclusion: Based on the study results, there are multiple barriers to effective implementation of CME in Iran. The key barriers include insufficient interaction between the trainees and providers, which must be considered by other stakeholders and program designers. Such interactions would facilitate improved program design, invite more specific tailoring of the education to the participants, allow for more effective educational methods and set the stage for outcome evaluation from the learners actually applying their new knowledge in practice. Replication of these findings with another sample would improve confidence in these recommendations, but these findings are broadly consistent with findings in the educational literature on improving the efficacy of CME.

  15. THE CYBERSPACE IN THE CONTINUED CLINICAL BIOCHEMISTRY EDUCATION

    Directory of Open Access Journals (Sweden)

    J.M. Martins

    2008-05-01

    Full Text Available The cybernetic spaces simulate the real world with interactive multimedia. This work  has been applied since January, 2007 on the curricular student’s apprenticeship at high school and graduation, in the site “bioq.educacao.biz/ULAB-HC-UFPE”. It has been developed to provide continuity to the technical-scientific learning of students and professionals, and also to improve their human social relations on the  labour  environment.  It’s comprises a virtual space, destined to communication and collective building of knowledge on the clinical biochemistry.   It’s about an interactive environment which allows the users registered as coordinator professor (professional  or the scientist student (trainee,  unlimited access to  posting contents (classes, texts, presentations, animations, consultations, non-synchronic discussions (on orkut, forums, e-mail and synchronic discussions (on chats, videoconferences. After a few live tutorials  about new  input in this environment, and the use of the new learning tool,  the collective building of knowledge on cyberspace begins. As a trainee’s program task, the scientist student would have to build a space of his own, under guidance and supervision of the coordinator teachers.  The cyberspace efficiency was evaluated from reports collected in February, 2008: the adherence to this  work was satisfactory, regarding this period, with 68 registered users, 870 accesses and 52 contents available on the several sections of the virtual laboratory. Our work is still being applied, and new adhesions are  happening everyday. We intend to amplify this cyber environment in order to make it a  permanent  continued education site on the health area.  From interest contracts and common knowledge,  the technological interfaces constitute an interaction, in which everyone is a potential author.  Keywords: Cyberspace, online biochemistry education, continued education.

  16. Relationships between learning strategies, stress, and study success among first-year veterinary students during an educational transition phase.

    Science.gov (United States)

    Laakkonen, Juha; Nevgi, Anne

    2014-01-01

    We investigated the relationships between stress, learning strategies, and study success among first-year veterinary students at the very beginning of their veterinary studies. The study was carried out during the first course on macroscopic anatomy (osteology), which students have in the past found to be exceptionally stressful. Students (N=45) completed a questionnaire concerning their self-reported views on stress and learning strategies, which were compared with their self-reported written-test scores. Participants who had previously gained university credits did not have significantly better test scores, but they achieved the learning goals with significantly less stress than other participants. Previous experience of university study helped students not only to adjust to a new type of course content and to achieve the learning goal of the osteology course, but also to cope with the stress experienced from taking concurrently running courses. Of the respondents who specifically named factors relating to self-regulation and modification of their learning strategy, all had gained prior credits. These students were able to use their study time efficiently and adjust their schedules according to the course demands.

  17. Modern aspects of the use of information technology in the system of continuing education

    OpenAIRE

    Khаitov Rizamat Shonazarovich

    2015-01-01

    The article deals with the use of information technology in continuing education, listing the legislative documents for computerization and development of information technologies in Uzbekistan and identifying opportunities for their use in continuing education.

  18. An instructional intervention to encourage effective deep collaborative learning in undergraduate veterinary students.

    Science.gov (United States)

    Khosa, Deep K; Volet, Simone E; Bolton, John R

    2010-01-01

    In recent years, veterinary education has received an increased amount of attention directed at the value and application of collaborative case-based learning. The benefit of instilling deep learning practices in undergraduate veterinary students has also emerged as a powerful tool in encouraging continued professional education. However, research into the design and application of instructional strategies to encourage deep, collaborative case-based learning in veterinary undergraduates has been limited. This study focused on delivering an instructional intervention (via a 20-minute presentation and student handout) to foster productive, collaborative case-based learning in veterinary education. The aim was to instigate and encourage deep learning practices in a collaborative case-based assignment and to assess the impact of the intervention on students' group learning. Two cohorts of veterinary students were involved in the study. One cohort was exposed to an instructional intervention, and the other provided the control for the study. The instructional strategy was grounded in the collaborative learning literature and prior empirical studies with veterinary students. Results showed that the intervention cohort spent proportionally more time on understanding case content material than did the control cohort and rated their face-to-face discussions as more useful in achieving their learning outcomes than did their control counterparts. In addition, the perceived difficulty of the assignment evolved differently for the control and intervention students from start to end of the assignment. This study provides encouraging evidence that veterinary students can change and enhance the way they interact in a group setting to effectively engage in collaborative learning practices.

  19. Entrepreneurship in continuing dental education: a dental school perspective.

    Science.gov (United States)

    Liberto, Vincent N

    2005-01-01

    The definition of continuing dental education is presented, along with its benefits to the profession. The preeminence of dental schools in providing lifelong learning opportunities and freedom from commercial involvement that existed even twenty years ago has changed. Less than a quarter of CE takes place in school, and the focus there is increasingly on material with deep scientific background and hands-on learning. The newest innovations and those with the greatest commercial potential are taught elsewhere. Proposed changes in the ADA CERP standards would take on a "purist" approach that could place dental schools at a severe disadvantage while allowing "for profit" institutes to flourish and thus further undermine the role dental schools can play in providing quality professional development experiences.

  20. Comprehensive Training of Engineering Students through Continuing Education

    Directory of Open Access Journals (Sweden)

    Miguel Reynoso Flores

    2014-01-01

    Full Text Available This paper addresses a priority for student training in general and particularly for future engineers. Although this issue has been frequently addressed in recent years, proposals are still insufficient for engineering students. This paper is aimed at theoretically and empirically demonstrating the potential of continuing education as one of the key areas that engineering schools have for the comprehensive training of students. Preliminary results of a research project commissioned by the School of Mechanical and Electrical Engineering (Facultad de Ingeniería Mecánica y Electrica-FIME of Universidad Autónoma de Nuevo León, Mexico, are presented to respond to the need to improve the learning process of students with a comprehensive approach. The research justification and some of the results obtained in the exploratory phase are also described.

  1. [Continuing Medical Education in Germany - mandatory and voluntary obligations].

    Science.gov (United States)

    Böthin, Elke

    2013-01-01

    After 1945 the common medical training infrastructure was broken up into two different political systems. While in the Federal Republic of Germany the structure was based on physicians' self-governance, in the German Democratic Republic medical professional structures were organised by the government. After the unification of the two German states, which took place on October 3, 1990, the centralistic structure was replaced by the system of physician self-governance. Before January 1, 2004, continuing medical education (CME) in West Germany relied on a system of voluntary obligations. In East Germany, though, professional CMEs were compulsory; they were called "obligatorische periphere Fortbildung." Based on 15 expert interviews on the topic of "CME in Germany", the different circumstances and conditions were analysed taking account of the historical background. Only selected professionals with experience in both German states (one with a federal, the other with a centralistic system), were chosen for the survey. Copyright © 2013. Published by Elsevier GmbH.

  2. Continuing dental education on the World Wide Web.

    Science.gov (United States)

    Johnson, Lynn A

    2002-07-01

    Continuing dental education (CDE) courses delivered on the World Wide Web (Web CDE) offer numerous advantages over traditional CDE; however, two major issues--location of suitable courses and course quality--need resolution. Locating high-quality courses is difficult due to the lack of the standardized metadata that allows search engines to match courses to practitioners' needs. Web directories created by professional organizations are beginning to show promise, but require further development. Search engines and Web directories are discussed and improvements currently underway summarized. Course quality remains a highly significant concern. A national effort to create Web CDE course quality standards is underway that includes proposed standards. These proposed standards are summarized and used to comment on the current state of Web CDE courses. Examples are given when possible. Three emerging Web CDE technologies and a look to the future of Web CDE are discussed.

  3. Continuing medical education and burnout among Danish GPs

    DEFF Research Database (Denmark)

    Brøndt, Anders; Sokolowski, Ineta; Olesen, Frede

    2008-01-01

    BACKGROUND: There has been minimal research into continuing medical education (CME) and its association with burnout among GPs. AIM: The aim of this study was to investigate the association between participating in CME and experiencing burnout in a sample of Danish GPs. DESIGN OF STUDY: Cross......-sectional questionnaire study. SETTING: All 458 active GPs in 2004, in the County of Aarhus, Denmark were invited to participate. METHOD: Data on CME activities were obtained for all GPs and linked to burnout which was measured using the Maslach Burnout Inventory - Human Services Survey. The relationship between CME...... activity and burnout was calculated as prevalence ratios (PR) in a generalised linear model. RESULTS: In total, 379 (83.5%) GPs returned the questionnaire. The prevalence of burnout was about 25%, and almost 3% suffered from 'high burnout'. A total of 344 (92.0%) GPs were members of a CME group...

  4. Information technology in veterinary pharmacology instruction.

    Science.gov (United States)

    Kochevar, Deborah T

    2003-01-01

    Veterinary clinical pharmacology encompasses all interactions between drugs and animals and applies basic and clinical knowledge to improve rational drug use and patient outcomes. Veterinary pharmacology instructors set educational goals and objectives that, when mastered by students, lead to improved animal health. The special needs of pharmacology instruction include establishing a functional interface between basic and clinical knowledge, managing a large quantity of information, and mastering quantitative skills essential to successful drug administration and analysis of drug action. In the present study, a survey was conducted to determine the extent to which veterinary pharmacology instructors utilize information technology (IT) in their teaching. Several IT categories were investigated, including Web-based instructional aids, stand-alone pharmacology software, interactive videoconferencing, databases, personal digital assistants (PDAs), and e-book applications. Currently IT plays a largely ancillary role in pharmacology instruction. IT use is being expanded primarily through the efforts of two veterinary professional pharmacology groups, the American College of Veterinary Clinical Pharmacology (ACVCP) and the American Academy of Veterinary Pharmacology and Therapeutics (AAVPT). The long-term outcome of improved IT use in pharmacology instruction should be to support the larger educational mission of active learning and problem solving. Creation of high-quality IT resources that promote this goal has the potential to improve veterinary pharmacology instruction within and across institutions.

  5. Using QR codes for continuous assessment in higher education

    Directory of Open Access Journals (Sweden)

    Virginia Jiménez Rodríguez

    2016-10-01

    Full Text Available The implementation of information and communications technology (ICT in education has accelerated in recent years. At university level educational platforms that provide access to the contents of different subjects are used, as well as on-line communication between teachers and students. This project intended to improve teacher quality and motivation and satisfaction in 1st grade students, through the insertion of new ICT tools [forms Google and QR codes (quick response codes] that allow students the continuous assessment of their own learning, with particular emphasis on the application of metacognitive strategies for problem solving. It was conducted during the academic year 2014-2015 in the subject of Basic Psychology (practices. The subject Basic Psychology is taught in 1st Degree of Social Work at the Complutense University of Madrid. It consists of six ECTS (European Credit Transfer and Accumulation System credits and as such, students receive two hours of lecture and practical class one hour each week. It was during the weekly hour of practice which was carried out this innovation project.

  6. Mandatory continuing professional education in pharmacy: the Singapore experience.

    Science.gov (United States)

    Ang, Hui-Gek; Pua, Yong-Hao; Subari, Nur Azah

    2013-08-01

    Mandatory Continuing Professional Education (CPE) for the renewal of pharmacists' practising certificate was implemented in Singapore in 2008 OBJECTIVE: To study pharmacists' perceptions and attitudes about the impact of mandatory CPE in Singapore. Singapore. Internet-based questionnaire survey, conducted between May and June 2011. Pharmacists' perceptions and attitudes toward mandatory CPE and the perceived difficulty in fulfilling the CPE requirements. The overall survey response rate was 52 % (840/1,609). Of the respondents, 32 % were non-practising, 49 % were practising in patient care areas, and 19 % were practising in non-patient care areas. More than half the pharmacists agreed that mandatory CPE (1) enhanced or increased their knowledge base and skills (70 %; 95 % CI 67-73 %), (2) motivated them to continually learn (64 %; 95 % CI, 60-67 %), and (3) motivated them to reflect on their professional practice or work (58 %; 95 % CI, 54-61 %). Mandatory CPE was not perceived to enhance or increase employability. Non-practising pharmacists appeared to have the greatest difficulty meeting the CPE requirements. In general, pharmacists value mandatory CPE more for positive professional reasons than for employability reasons. The survey results may serve as useful baseline data for future studies of pharmacists' perceptions and attitudes toward CPE in Singapore.

  7. Nurses' attitudes toward continuing formal education: a comparison by level of education and geography.

    Science.gov (United States)

    Altmann, Tanya K

    2012-01-01

    The education of nurses has an influence on patient safety and outcomes, the nursing shortage, the faculty shortage, and nurses' attitudes and actions. This article reports on a dissertation study designed to examine the attitudes of nurses, initially registered with an associate degree or diploma in nursing, toward continuing formal education. Actively licensed registered nurses in the eastern and western United States (n=535) participated. The main finding of this study was that, although nurses held positive attitudes overall, attitudes ranked barely above neutral. The findings suggest that work needs to be done to improve nurses' attitudes toward continuing formal education and research needs to be undertaken to understand what would entice nurses back to school. Implications for nursing practice and education are discussed along with suggestions for future research.

  8. Organization and Management of Continuing Education in German and Finnish Universities

    Science.gov (United States)

    Zawacki-Richter, Olaf; Knust, Michaela; Hanft, Anke

    2009-01-01

    In 2006, an international comparison study investigated the organization and management of university continuing education (UCE). The Finnish continuing education system proved to be especially advanced in this study. On the other hand, it became clear that Germany was still lagging behind in continuing education. In this article, German and…

  9. RESEARCH AND EDUCATIONAL PANORAMA OF MODERNIZATION OF TRAINING TEACHERS OF CONTINUOUS VOCATIONAL EDUCATION

    OpenAIRE

    E. M. Dorozhkin; E. F. Zeer; V. Ya. Shevchenko

    2017-01-01

    Introduction. Nowadays, there is no evidence-based strategy of upgrade of system of preparation of pedagogical personnel for continuous professional education in the Russian Federation. At the same time, scientists recognize that smoothly running regular high-quality replenishment of education by the skilled heads and teachers having fundamental psychology and pedagogical knowledge and being specialists in one of economic industries has crucial importance for successful development of post-in...

  10. 25 CFR 163.41 - Postgraduation recruitment, continuing education and training programs.

    Science.gov (United States)

    2010-04-01

    ... 25 Indians 1 2010-04-01 2010-04-01 false Postgraduation recruitment, continuing education and... AND WATER GENERAL FORESTRY REGULATIONS Forestry Education, Education Assistance, Recruitment and Training § 163.41 Postgraduation recruitment, continuing education and training programs. (a...

  11. The future of veterinary parasitology.

    Science.gov (United States)

    Coles, G C

    2001-07-12

    Current evidence suggests research in veterinary parasitology is in decline despite its importance. This is particularly true in the UK where research funds have been diverted into BSE. Decline in interest in veterinary parasitology is at least in part due to the success of major pharmaceutical companies in producing a range of effective and safe anti-parasitic drugs. Research is needed because of the effects of parasites on animal welfare and the economic costs of parasites. However, there is little information on the actual costs of animal parasites. Another major reason for research is the development of drug resistance in protozoa, helminths and arthropods of veterinary importance. This is a serious problem particularly for sheep and goats in the southern hemisphere. A prioritised list of research requirements is suggested: (i) new drugs; (ii) resistance management; (iii) vaccines; (iv) breeding for resistance; (v) improved diagnostics; (vi) zoonoses; (vii) global warming and parasites. There is a major political challenge to raise the profile of veterinary parasitology and thus the funding essential for its advancement and the continued welfare and productivity of animals.

  12. Financial expectations of first-year veterinary students.

    Science.gov (United States)

    Lim, Christine C; Schulhofer-Wohl, Sam; Root Kustritz, Margaret V; Molgaard, Laura K; Lee, David

    2015-07-15

    To assess student awareness of the financial costs of pursuing a veterinary education, to determine student expectations for financial returns of a veterinary career, and to identify associations between student debt and factors such as future career plans or personality type. Survey. First-year veterinary students at the University of Minnesota College of Veterinary Medicine. In 2013, prior to the first day of class, all incoming first-year students received an email invitation to complete an online survey. The survey contained questions about demographics, current financial situation, current debt, expected debt at graduation, expected annual income following graduation, intent to pursue specialty training, and Myers-Briggs personality type. 72 of 102 (71%) students completed the survey; 65 respondents answered all relevant questions and provided usable data. Student responses for expected debt at graduation were comparable to national averages for veterinary college graduates; responses for expected annual income following graduation were lower than averages for University of Minnesota veterinary college graduates and national averages. However, students predicted even lower annual income if they did not attend veterinary college. Expected debt and expected annual income were not correlated with factors such as personality type or future career plans. Results indicated that first-year veterinary students were aware of the financial costs of their veterinary education and had realistic expectations for future salaries. For typical veterinary students, attending veterinary college appeared to be financially worthwhile, given lower expected earnings otherwise.

  13. Postgraduate education prospects of the development of continuing professional education in rheumatology

    Directory of Open Access Journals (Sweden)

    Elena Andreyevna Galushko

    2014-01-01

    Full Text Available A comprehensive program for continuing professional education of rheumatologists «Education throughout Life» was elaborated in 2013 under the auspices of the All-Russian public organization «Russian Association of Rheumatologists» (RAR and V.A. Nasonova Research Institute of Rheumatology, Russian Academy of Medical Sciences. The program includes implementation of additional forms of educational activity and elaboration of new learning models based on modern telecommunication information technologies. Personified analysis of the acquired knowledge and skills and continuity of the learning process (including the distance education methods are the mandatory conditions to fulfil the program. Each physician has to earn at least 50 credits annually (a total of 250 credits throughout the 5-year course. The proportion between the remote and resident classes is set depending on the curriculum of the basic cycles for postgraduate education in rheumatology. Under this program, the RAR participates more actively in elaboration and certification of the programs for professional education in rheumatology, as well as other types of educational activity.

  14. Historical continuities in the education policy discourses of the ...

    African Journals Online (AJOL)

    Hennie

    that the ANC's education policy discourse displayed an inclination for a liberal academic form of education, similar to that ... Night School Movement in 1925, marked the sum total of ..... integration of education and training, and a greater.

  15. [Continuous nursing education to improve the quality of health care].

    Science.gov (United States)

    Fumić, Nera; Marinović, Marin; Brajan, Dolores

    2014-10-01

    Health care and today's medical and technical achievements and approved standards of treatment provide comprehensive quality, safety and traceability of medical procedures respecting the principles of health protection. Continuous education improves the quality of nursing health care and increases the effectiveness of patient care, consequently maintaining and enhancing patient safety. Patient health problems impose the need of appropriate, planned and timely nursing care and treatment. In providing quality nursing care, attention is focused on the patient and his/her needs in order to maintain and increase their safety, satisfaction, independence and recovery or peaceful death, so the health and nursing practices must be systematized, planned and based on knowledge and experience. Health and nursing care of patients at risk of developing acute and chronic wounds or already suffering from some form of this imply preventive measures that are provided through patient education, motivation, monitoring, early recognition of risk factors and causes, and reducing or removing them through the prescribed necessary medical treatment which is safe depending on the patient health status. Except for preventive measures, nursing care of patients who already suffer from some form of acute or chronic wounds is focused on the care and treatment of damaged tissue by providing appropriate and timely diagnosis, timely and proper evaluation of the wound and patient general status, knowledge and understanding of the wide range of local, oral and parenteral therapy and treatment, aiming to increase patient safety by preventing progression of the patient general condition and local wound status and reducing the possibility of developing infection or other complications of the underlying disease. In the overall patient management, through nursing process, medical interventions are implemented and aimed to maintain and optimize health status, prevent complications of existing diseases and

  16. Current and Projected Modes of Delivery of Veterinary Medical Services to Animal Agriculture: Industrial/Commercial Services.

    Science.gov (United States)

    Glick, Phillip Ray

    1980-01-01

    Veterinary education must re-establish its teaching objectives. Students need practical knowledge in areas such as business management, communications, marketing, public relations, facility management, and personnel management. Industry must also meet its obligations to continue to provide safe, dependable products that fill a practice need. (MLW)

  17. Veterinary Services Program

    Data.gov (United States)

    Federal Laboratory Consortium — Mission:To provide quality veterinary medical care and environmental enrichment programs for all animals, representing nine different species.To provide guidance for...

  18. Searching for Evidence: Continuing Issues in Dance Education Research

    Science.gov (United States)

    Stinson, Susan

    2015-01-01

    This paper reviews, analyzes, and reflects upon two important reports released in 2013, both discussing research evidence for the value of dance education or arts education more generally, among school-aged students. One report was created by a large dance education advocacy and support group in the USA, the National Dance Education Organization;…

  19. Distance Learning Course for Healthcare Professionals: Continuing Education in Tuberculosis.

    Science.gov (United States)

    Cabral, Vagner Kunz; Valentini, Dirceu Felipe; Rocha, Marcos Vinícius Vieira; de Almeida, Carlos Podalírio Borges; Cazella, Sílvio Cesar; Silva, Denise Rossato

    2017-12-01

    Continuing education of healthcare workers (HCWs) is an essential strategy for the control of tuberculosis (TB) transmission, enabling HCWs in early detection and appropriate treatment of TB cases. We developed a distance learning (DL) course on TB for nurses. We conducted a quasi-experimental before and after study to evaluate the DL community at the participant's learning level. In addition, to evaluate the DL community at the level of participant satisfaction, a cross-sectional study was carried out after the course. Nurses involved in active inpatient or outpatient care of patients were recruited to participate in the study. Sixty-six participants started and completed the course and they were included in the analysis. The overall mean pretest and post-test scores were 10.3 ± 2.2 and 11.4 ± 2.7, respectively. Participants increased their knowledge to a statistically significant degree (p definition of active case finding (45.5%). Course feedback was mostly positive, with majority of users saying they were satisfied or totally satisfied. A brief DL course on TB was associated with some improvement in knowledge among nurses. The baseline knowledge was low regarding TB epidemiologic data, concepts on LTBI, and active case finding. This finding emphasizes the need to further improve the competencies and knowledge of nurses.

  20. Continuing Medical Education via Telemedicine and Sustainable Improvements to Health.

    Science.gov (United States)

    Wang, Fuhmei

    2016-01-01

    Background. This research aims to investigate the quantitative relationship between telemedicine and online continuing medical education (CME) and to find the optimal CME lectures to be delivered via telemedicine to improve the population's health status. Objective. This study examines the following: (1) What factors foster learning processes in CME via telemedicine? (2) What is the possible role of online CME in health improvement? And (3) How optimal learning processes can be integrated with various health services? Methods. By applying telemedicine experiences in Taiwan over the period 1995-2004, this study uses panel data and the method of ordinary least squares to embed an adequate set of phenomena affecting the provision of online CME lectures versus health status. Results. Analytical results find that a nonlinear online CME-health nexus exists. Increases in the provision of online CME lectures are associated with health improvements. However, after the optimum has been reached, greater provision of online CME lectures may be associated with decreasing population health. Conclusion. Health attainment could be partially viewed as being determined by the achievement of the appropriately providing online CME lectures. This study has evaluated the population's health outcomes and responded to the currently inadequate provision of online CME lectures via telemedicine.

  1. Recruitment of rural healthcare professionals for live continuing education

    Directory of Open Access Journals (Sweden)

    Ronnie Scott Holuby

    2015-11-01

    Full Text Available Introduction: The availability of rural healthcare is a growing concern in the United States as fewer healthcare providers choose to work in rural areas. Accessing quality continuing education (CE for rural healthcare practitioners (HCPs remains a challenge and may pose a barrier to quality care. Methods: To maximize attendance at a live, in-person, free CE program focusing on geriatric medication and issues specifically targeted to HCPs in rural areas, two methods were implemented sequentially. The first method used formal advertising implemented by a professional marketing service to promote CE events. The second method enlisted local healthcare organizations and physician groups to promote the CE event to their employees. Cost per attendee was calculated for comparison. Results: Professional marketing services recruited 31 HCPs (March 2011 and resulted in a per-participant recruitment cost of US$428.62. Local healthcare organizations and physician groups’ marketing recruited 48 HCPs (July–August 2011 and resulted in a per-participant recruitment cost of US$55.19. Discussion: Providing free CE coordinated through local healthcare organizations and physician groups was the most cost-effective method of recruiting rural HCPs for CE. Formal advertising added cost without increasing the number of participants per event. Although this is the first study of the cost-effectiveness of recruitment methods targeting HCPs in rural areas, results are consistent with research on cost-effectiveness of outreach to rural lay community members.

  2. Recruitment of rural healthcare professionals for live continuing education.

    Science.gov (United States)

    Holuby, Ronnie Scott; Pellegrin, Karen L; Barbato, Anna; Ciarleglio, Anita

    2015-01-01

    The availability of rural healthcare is a growing concern in the United States as fewer healthcare providers choose to work in rural areas. Accessing quality continuing education (CE) for rural healthcare practitioners (HCPs) remains a challenge and may pose a barrier to quality care. To maximize attendance at a live, in-person, free CE program focusing on geriatric medication and issues specifically targeted to HCPs in rural areas, two methods were implemented sequentially. The first method used formal advertising implemented by a professional marketing service to promote CE events. The second method enlisted local healthcare organizations and physician groups to promote the CE event to their employees. Cost per attendee was calculated for comparison. Professional marketing services recruited 31 HCPs (March 2011) and resulted in a per-participant recruitment cost of US$428.62. Local healthcare organizations and physician groups' marketing recruited 48 HCPs (July-August 2011) and resulted in a per-participant recruitment cost of US$55.19. Providing free CE coordinated through local healthcare organizations and physician groups was the most cost-effective method of recruiting rural HCPs for CE. Formal advertising added cost without increasing the number of participants per event. Although this is the first study of the cost-effectiveness of recruitment methods targeting HCPs in rural areas, results are consistent with research on cost-effectiveness of outreach to rural lay community members.

  3. Meeting the continuing education needs of rural mental health providers.

    Science.gov (United States)

    Adler, Geri; Pritchett, Lonique R; Kauth, Michael R

    2013-11-01

    Historically, mental health clinicians at Department of Veterans Affairs (VA) community-based outpatient clinics (CBOCs) have not had the same access to continuing education (CE) as providers at VA medical centers. Mental health clinicians at CBOCs desire an opportunity for VA-sponsored CE, especially on topics and issues pertinent to rural mental healthcare. Since November 2011, VA CBOC mental health providers in 11 states have been offered a monthly live Web conferencing CE program. This article describes the program's development, implementation, and evaluation. Eleven CE programs have been offered to 397 unique participants. Participants have provided positive feedback about the topics and their impact on job performance. Most negative feedback has been related to technical and logistical problems with the Web conferencing platform. Although providers asked for reportable CE units for licensure, many did not complete the post-test, which is required to receive credit for completing the course. The Web conferencing format has been well received by participants. Despite technical issues, results show that the participants were satisfied with the content of the trainings and could apply the materials to their job. Although CE units were available, not all participants applied for credit. Efforts to improve technical support and the rate of post-test completion are discussed. Rural mental health providers often have limited access to training opportunities. The VA CBOC Mental Health Rounds, using an interactive Web conferencing platform, has been a successful modality for delivering CE to rural clinicians in the United States.

  4. Theoretical pattern of supporting continuity in physical education of students' personality.

    Directory of Open Access Journals (Sweden)

    Vovk V.M.

    2011-04-01

    Full Text Available Methodological approaches and principles on which theoretical pattern of supporting of continuity in physical education of senior pupil and students' personality are considered. It is proved that effective process of continuity in physical education is impossible without construction of patterns. It is ascertained that continuity is a condition and mechanism of realization for others principles in teaching process that represent itself as major factors in realization of continuity in physical education.

  5. A Telephone Communication Skills Exercise for Veterinary Students: Experiences, Challenges, and Opportunities.

    Science.gov (United States)

    Grevemeyer, Bernard; Betance, Larry; Artemiou, Elpida

    2016-01-01

    Evidence from human medicine shows a rise in telephone communication in support of after-hours services and in providing medical advice, follow-up information, etc. While specific training programs are continuously being developed for human medical education, limited publications are available on training veterinary students in telephone communication. Presented is our method of introducing a telephone communication skills exercise to third-year veterinary students. The exercise progressed over three phases and currently follows the principles of the Calgary-Cambridge Guide. Challenges and improvements on implementing a telephone communication exercise are discussed. Within veterinary communication curricula, attention should be given to the specific communication skills required for successful telephone consultations. In the absence of visual nonverbal cues and prompts during a telephone interaction, communication skills must be applied with greater intent and attention to achieve an effective consultation outcome.

  6. RESEARCH AND EDUCATIONAL PANORAMA OF MODERNIZATION OF TRAINING TEACHERS OF CONTINUOUS VOCATIONAL EDUCATION

    Directory of Open Access Journals (Sweden)

    E. M. Dorozhkin

    2017-01-01

    Full Text Available Introduction. Nowadays, there is no evidence-based strategy of upgrade of system of preparation of pedagogical personnel for continuous professional education in the Russian Federation. At the same time, scientists recognize that smoothly running regular high-quality replenishment of education by the skilled heads and teachers having fundamental psychology and pedagogical knowledge and being specialists in one of economic industries has crucial importance for successful development of post-industrial society. Hence, the need for creation of multichannel system of professional and pedagogical preparation has emerged.The aim of the present publication is to provide the complex overview of problems of reforming of professional pedagogical education and to show possible ways of their decision.Methods. The methodological basis of the study involves the concept of professional development of an individual; the thesis on the integration of the system-based, process and project approaches; the principles for the development of professional pedagogical education. Panoramic approach to the discussed problems of modernization of professional and pedagogical school has defined the logic of our research.Results. Psychological and pedagogical problems of professional education are analysed. Multidimensional metaprofessional qualities of teachers of vocational school are considered. The conceptual model of vocational structure of preparation of pedagogical personnel is developed for the system of continuous professional education.The debatable aspect of the research is reflected in the project of a psychological and pedagogical platform – the autonomous modular educational program including massive open online courses, management systems of educational process, supports of innovative infrastructure of education, humanitarian technologies of high education.Practical significance. The vocational structure of training of teachers of vocational

  7. Profile and evaluation of participants in distance learning continuing education courses about inclusive practices in education

    Directory of Open Access Journals (Sweden)

    Vera Lúcia Messias Fialho Capellini

    2011-06-01

    Full Text Available This article analyses aspects related to a continuing education course about Inclusive and Special Education in the area of Mental Disabilities offered to 20 (twenty groups of teachers by the Ministry of Education. The Distance Course was offered in different regions of Brazil with a 180 (a hundred and eighty hours workload. The research included the profile of the participants, an evaluation of the course by the participants and the analysis of the dropout causes. The aspects of the course under evaluation received a positive evaluation by most of the participants. The most frequent reason for the dropout rates include participants’ limitations in terms of meeting deadlines, personal reasons and difficulties in using computers. It was concluded that Distance Education seems to be a relevant tool for the acquisition of knowledge about inclusive practice.

  8. Ethics teaching in European veterinary schools: a qualitative case study.

    Science.gov (United States)

    Magalhães-Sant'Ana, M

    2014-12-13

    Veterinary ethics is recognised as a relevant topic in the undergraduate veterinary curriculum. However, there appears to be no widely agreed view on which contents are best suited for veterinary ethics teaching and there is limited information on the teaching approaches adopted by veterinary schools. This paper provides an inside perspective on the diversity of veterinary ethics teaching topics, based on an in-depth analysis of three European veterinary schools: Copenhagen, Lisbon and Nottingham. The case study approach integrated information from the analysis of syllabi contents and interviews with educators (curricular year 2010-2011). These results show that the curriculum of veterinary ethics is multidimensional and can combine a wide range of scientific, regulatory, professional and philosophical subjects, some of which may not be explicitly set out in the course descriptors. A conceptual model for veterinary ethics teaching is proposed comprising prominent topics included within four overarching concepts: animal welfare science, laws/regulations, professionalism, and theories/concepts. It is intended that this work should inform future curriculum development of veterinary ethics in European schools and assist ethical deliberation in veterinary practice. British Veterinary Association.

  9. Web-based learning for continuing nursing education of emergency unit staff.

    Science.gov (United States)

    Paavilainen, Eija; Salminen-Tuomaala, Mari

    2010-01-01

    The authors describe a Web-based continuing education course focusing on patient counseling in an emergency department. Course materials were developed based on data collected from the department's patients and their family members and on earlier findings on counseling. Web-based education is an appropriate method for continuing education in a specific hospital department. This puts special demands for nurse managers in arranging, designing, and implementing the education together with educators.

  10. Evaluating the purpose and benefits of continuing education in nursing and the implications for the provision of continuing education for cancer nurses.

    Science.gov (United States)

    Ferguson, A

    1994-04-01

    In the light of increasing emphasis upon mandatory continuing education in nursing, the need for cancer nurses to update and improve their knowledge and skills is heightened. The challenges lie in how to keep nurses up-to-date, broaden their outlook and ensure that patients benefit. In this paper the literature on the purpose and benefits of continuing education is reviewed, and the implications of the Post-Registration Education and Practice Project (PREPP) for cancer nurses are addressed. Arguments about a definition of 'continuing learning' rather than 'continuing education' are discussed, since outcomes vary depending upon the definition adopted. Inconsistencies between the benefits claimed and those measured are highlighted. Attention is drawn to the inconclusive nature of the studies that have measured impact; some of the problems encountered in the provision of adequate education and its accessibility to nurses; and the continuing discrepancy of perceived need between nurse and manager. Specific impact evaluation studies relating to continuing education in cancer nursing are reviewed. Recommendations for providing education with measurable outcomes are drawn from the literature, while a case is made for the alternative perspective of lifelong learning where outcomes are neither specific nor measurable. In conclusion, the questions of who should be responsible for education and the need for further development of impact evaluation tools are addressed.

  11. Veterinary microbiology and microbial disease

    National Research Council Canada - National Science Library

    Quinn, P. J

    2011-01-01

    "Veterinary Microbiology is one of the core subjects for veterinary students. Fully revised and expanded, this new edition covers every aspect of veterinary microbiology for students in both paraclinical and clinical years...

  12. Sahel Journal of Veterinary Sciences

    African Journals Online (AJOL)

    The Sahel Journal of Veterinary Sciences is the official journal of the Faculty of Veterinary Medicine, University of Maiduguri, Maiduguri, Nigeria. The journal welcomes original research articles, short communications and reviews on all aspects of veterinary sciences and related disciplines.

  13. CONTINUOUS ECONOMIC EDUCATION AS THE FACTOR OF PROFESSIONAL DEVELOPMENT OF PERSONALITY

    Directory of Open Access Journals (Sweden)

    T. J. Lomakina

    2014-10-01

    Full Text Available The necessity of continuous economic education of future professionals is caused by importance of forming correct understanding of the economic reality, of comprehension of economic basic laws, of understanding of global and national tendencies in economic development; the growing role of continuous economic education as a major factor of formation and development of a postindustrial society is shown; the reasons and circumstances of the active reference of the domestic pedagogical science and practice to problems of economic education are emphasized; the factors influencing development of continuous economic education are established in the article. Continuous economic education is considered as a part of continuous education promoting the formation of a competitive expert in conditions of market economy, demanded on labour market and directed on formation of economic competencies depending on the type of preparation (economic and not economic at different educational levels according to models of the graduate and the teacher and realized by means of economic training and economic education.

  14. Continuous glucose monitoring technology for personal use: an educational program that educates and supports the patient.

    Science.gov (United States)

    Evert, Alison; Trence, Dace; Catton, Sarah; Huynh, Peter

    2009-01-01

    The purpose of this article is to describe the development and implementation of an educational program for the initiation of real-time continuous glucose monitoring (CGM) technology for personal use, not 3-day CGMS diagnostic studies. The education program was designed to meet the needs of patients managing their diabetes with either diabetes medications or insulin pump therapy in an outpatient diabetes education center using a team-based approach. Observational research, complemented by literature review, was used to develop an educational program model and teaching strategies. Diabetes educators, endocrinologists, CGM manufacturer clinical specialists, and patients with diabetes were also interviewed for their clinical observations and experience. The program follows a progressive educational model. First, patients learn in-depth about real-time CGM technology by attending a group presensor class that provides detailed information about CGM. This presensor class facilitates self-selection among patients concerning their readiness to use real-time CGM. If the patient decides to proceed with real-time CGM use, CGM initiation is scheduled, using a clinic-centered protocol for both start-up and follow-up. Successful use of real-time CGM involves more than just patient enthusiasm or interest in a new technology. Channeling patient interest into a structured educational setting that includes the benefits and limitations of real-time CGM helps to manage patient expectations.

  15. Teaching and assessing veterinary professionalism.

    Science.gov (United States)

    Mossop, Liz H; Cobb, Kate

    2013-01-01

    The teaching and assessment of professional behaviors and attitudes are important components of veterinary curricula. This article aims to outline some important considerations and concepts which will be useful for veterinary educators reviewing or developing this topic. A definition or framework of veterinary professionalism must be decided upon before educators can develop relevant learning outcomes. The interface between ethics and professionalism should be considered, and both clinicians and ethicists should deliver professionalism teaching. The influence of the hidden curriculum on student development as professionals should also be discussed during curriculum planning because it has the potential to undermine a formal curriculum of professionalism. There are several learning theories that have relevance to the teaching and learning of professionalism; situated learning theory, social cognitive theory, adult learning theory, reflective practice and experiential learning, and social constructivism must all be considered as a curriculum is designed. Delivery methods to teach professionalism are diverse, but the teaching of reflective skills and the use of early clinical experience to deliver valid learning opportunities are essential. Curricula should be longitudinal and integrated with other aspects of teaching and learning. Professionalism should also be assessed, and a wide range of methods have the potential to do so, including multisource feedback and portfolios. Validity, reliability, and feasibility are all important considerations. The above outlined approach to the teaching and assessment of professionalism will help ensure that institutions produce graduates who are ready for the workplace.

  16. Cultural awareness in veterinary practice: student perceptions.

    Science.gov (United States)

    Mills, Jennifer N; Volet, Simone; Fozdar, Farida

    2011-01-01

    Australian veterinary classrooms are increasingly diverse and their growing internal diversity is a result of migration and large numbers of international students. Graduates interact with other students and increasingly with clients whose attitudes, beliefs, values, and behaviors differ from their own. An understanding and respect for these differences has an impact on client communication and health care outcomes. The present study explored how students understand and are likely to deal with issues of cultural diversity in veterinary professional practice as well as the educational needs that students feel should be met in regard to preparation to engage productively with diversity in professional practice. The present study also explored the extent to which the rich diversity of the undergraduate student population constitutes an educational resource. A class of final-year veterinary students was invited to participate in a workshop exploring intercultural confidence in veterinary consultation. Twelve groups of six to eight students discussed a fictitious scenario involving a challenging clinical encounter with a client from a different culture. Students were reticent to see the scenario in terms of cultural difference, although they generally recognized that awareness of cultural issues in veterinary practice was important. They also tended to not see their own ethnicity as relevant to their practice. While some felt that veterinary practice should be culture blind, most recognized a need to orient to cultural difference and to respond sensitively. Their suggestions for curricular improvements to address these issues are also included.

  17. Continuing medical education in Brazil: what about obstetricians and gynecologists?

    Directory of Open Access Journals (Sweden)

    Nelson Sass

    Full Text Available CONTEXT: In Brazil, obstetricians and gynecologists are not required to submit to periodical evaluations to ascertain their professional competence in dealing with new concepts and therapies. OBJECTIVES: To evaluate the performance of a group of obstetricians and gynecologists on a written evidence-based obstetrics test and determine their opinions and use of systematic reviews. TYPE OF STUDY: Prospective cohort. SETTING: Brazilian Obstetrics and Gynecology Congress 2001. METHODS: 230 doctors agreed to participate in the study during a national obstetrics and gynecology congress. Participants took an individual anonymous written multiple-choice test with seven questions on clinical obstetrics, one question on the interpretation of a meta-analysis graph and two questions on their opinions and actual use of systematic reviews. Scores were analyzed and compared after grouping the participants according to year of graduation, residence training, doctoral program and faculty status. RESULTS: The general average score was 49.2 ± 17.4. The scores tended to decline as the years since graduation advanced. Doctors who graduated in the last five years had higher scores than those who graduated over 25 years ago (52.2 versus 42.9. The performance did not vary according to medical residence, postgraduate program or teaching status. While 98.2% considered systematic reviews relevant, only 54.9% said that they routinely used this source of information. DISCUSSION: The participants' average score was low, even though they were highly qualified and trained. Despite the limitations of the study, the results are worrisome. If motivated physicians participating in a national congress obtained such low scores, we can speculate that the results might be even worse among other doctors that do not attend these events. CONCLUSIONS: These findings suggest that Brazilian obstetricians and gynecologists could benefit from continuing medical education and raise questions

  18. Continuing Medical Education in six European countries: a comparative analysis.

    Science.gov (United States)

    Garattini, Livio; Gritti, Sara; De Compadri, Paola; Casadei, Gianluigi

    2010-03-01

    We examined Continuing Medical Education (CME) systems in a sample of six EU countries: Austria, Belgium, France, Italy, Norway, and the UK. The aim of this comparative study was to assess the main country-specific institutional settings applied by governments. A common scheme of analysis was applied to investigate the following variables: (i) CME institutional framework; (ii) benefits and/or penalties to participants; (iii) types of CME activities and system of credits; (iv) accreditation of CME providers and events; (v) CME funding and sponsorship. The analysis involved reviewing the literature on CME policy and interviewing a selected panel of local experts in each country (at least one public manager, one representative of medical associations and one pharmaceutical manager). CME is formally compulsory in Austria, France, Italy and the UK, although no sanctions are enforced against non-compliant physicians in practice. The only two countries that offer financial incentives to enhance CME participation are Belgium and Norway, although limited to specific categories of physicians. Formal accreditation of CME providers is required in Austria, France and Italy, while in the other three countries accreditation is focused on activities. Private sponsorship is allowed in all countries but Norway, although within certain limits. This comparative exercise provides an overview of the CME policies adopted by six EU countries to regulate both demand and supply. The substantial variability in the organization and accreditation of schemes indicates that much could be done to improve effectiveness. Although further analysis is needed to assess the results of these policies in practice, lessons drawn from this study may help clarify the weaknesses and strengths of single domestic policies in the perspective of pan-European CME harmonization.

  19. 78 FR 42871 - Final Extension of Project Period and Waiver; Rehabilitation Continuing Education Program for the...

    Science.gov (United States)

    2013-07-18

    ...) and continuing education (CE) provided to State vocational rehabilitation (VR) agencies and their...) and continuing education (CE) for State VR agencies and agency partners that cooperate with State VR... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF EDUCATION 34...

  20. What Do Trade Unions Think about Continuing Education for Teachers in Galicia?

    Science.gov (United States)

    Ampudia, Baena; Tilve, Ana Ma. Fernandez; Dolores, Ma.

    2016-01-01

    The common ups and downs of school agendas coupled with the existence of new educational challenges have created a complicated scenario that places the issue of continuing education for teaching staff directly under the spotlight. As a consequence, the role of teachers' trade unions as with other requirements of continuing education is now put…

  1. NIGERIAN VETERINARY JOURNAL

    African Journals Online (AJOL)

    ADEYEYE

    Department of Veterinary Pathology, College of Veterinary Medicine, Michael Okpara University of Agriculture,. Umudike, P.M.B 7267 Umuahia, Abia State, Nigeria. *Corresponding author: Email: docoleji@yahoo.com; Tel. No:+234 8034509991. SUMMARY. This study investigated comparatively the genetic influence on the ...

  2. Archives: Nigerian Veterinary Journal

    African Journals Online (AJOL)

    Items 1 - 49 of 49 ... Archives: Nigerian Veterinary Journal. Journal Home > Archives: Nigerian Veterinary Journal. Log in or Register to get access to full text downloads. Username, Password, Remember me, or Register · Journal Home · ABOUT THIS JOURNAL · Advanced Search · Current Issue · Archives. 1 - 49 of 49 Items ...

  3. Nigerian Veterinary Journal (1)

    African Journals Online (AJOL)

    The importance of computers in all works of life need not to be overemphasized. However, in. Nigeria, the application of computers in veterinary medicine has not been fully utilized. Computer aided diagnosis is a process that has significantly improved the practice of veterinary medicine in other parts of the world. This paper ...

  4. Nigerian Veterinary Journal: Submissions

    African Journals Online (AJOL)

    SCOPE The Editorial Board of the Nigerian Veterinary Journal (NVJ) welcomes contributions in the form of original research papers, review articles, clinical case reports, and short communications on all aspects of Veterinary Medicine, Surgery and Animal Production. Submissions are accepted on the understanding that ...

  5. Archives: Ethiopian Veterinary Journal

    African Journals Online (AJOL)

    Items 1 - 16 of 16 ... Archives: Ethiopian Veterinary Journal. Journal Home > Archives: Ethiopian Veterinary Journal. Log in or Register to get access to full text downloads. Username, Password, Remember me, or Register · Journal Home · ABOUT THIS JOURNAL · Advanced Search · Current Issue · Archives. 1 - 16 of 16 Items ...

  6. Archives: Tanzania Veterinary Journal

    African Journals Online (AJOL)

    Items 1 - 15 of 15 ... Archives: Tanzania Veterinary Journal. Journal Home > Archives: Tanzania Veterinary Journal. Log in or Register to get access to full text downloads. Username, Password, Remember me, or Register · Journal Home · ABOUT THIS JOURNAL · Advanced Search · Current Issue · Archives. 1 - 15 of 15 Items ...

  7. NIGERIAN VETERINARY JOURNAL

    African Journals Online (AJOL)

    ADEYEYE

    Nigerian Veterinary Journal 37(3). 2016. Meseko et al. 155. NIGERIAN VETERINARY JOURNAL. ISSN 0331-3026. Nig. Vet. J., September 2016. Vol. 37 (3): 155-159. SHORT COMMUNICATION. Detection of Haemagglutination inhibition antibody to Pandemic and. Classical Swine Influenza Virus in Commercial Piggery in ...

  8. NIGERIAN VETERINARY JOURNAL

    African Journals Online (AJOL)

    ADEYEYE

    Nigerian Veterinary Journal 37(1). 2016. Igado et al. 54. NIGERIAN VETERINARY JOURNAL. ISSN 0331-3026. Nig. Vet. J., March 2016. Vol. 37 (1): 54-63. ORIGINAL ARTICLE. Cranio-facial and Ocular Morphometrics of the Male Greater Cane Rat. (Thryonomys swinderianus). Igado, O. O.. 1. *; Adebayo, A. O.. 2.

  9. NIGERIAN VETERINARY JOURNAL

    African Journals Online (AJOL)

    ADEYEYE

    Nigerian Veterinary Journal 37(3). 2016. Ogunro et al. 187. NIGERIAN VETERINARY JOURNAL. ISSN 0331-3026. Nig. Vet. J., September 2016. Vol. 37 (3): 187-191. CASE REPORT. Management of Epitheliogenesis Imperfecta in a Piglet (Sus Scrofa domesticus) in Ibadan, Nigeria. Ogunro, B. N.. 1. ; Otuh, P. I.. 1.

  10. NIGERIAN VETERINARY JOURNAL

    African Journals Online (AJOL)

    ADEYEYE

    Nigerian Veterinary Journal 38(2). 2017. Meseko et al. 124. NIGERIAN VETERINARY JOURNAL. ISSN 0331-3026. Nig. Vet. J., June 2017. Vol 38 (2): 124-128. SHORT COMMUNICATION. Fowlpox Virus from Backyard Poultry in Plateau State Nigeria: Isolation and Phylogeny of the P4b Gene Compared to a Vaccine Strain.

  11. Open Veterinary Journal

    African Journals Online (AJOL)

    Open Veterinary Journal is a peer reviewed international open access online and printed journal that publishes high-quality original research articles, reviews, short communications and case reports dedicated to all aspects of veterinary sciences and its related subjects. Other websites associated with this journal: ...

  12. Open Veterinary Journal: Contact

    African Journals Online (AJOL)

    Principal Contact. Dr. Ibrahim Eldaghayes Faculty of Veterinary Medicine, University of Tripoli Faculty of Veterinary Medicine, University of Tripoli, P. O. Box 13662, Tripoli, Libya Phone: +218 21 462 8422. Fax: +218 21 462 8421. Email: ibrahim.eldaghayes@vetmed.edu.ly ...

  13. NIGERIAN VETERINARY JOURNAL

    African Journals Online (AJOL)

    ADEYEYE

    variegatum (Acari: Ixodidae) Ticks from Nigeria. Ogo, N. I.. 1. ; Okubanjo, O. O.. 2. ; Inuwa, H. M.. 3 and Agbede, R. I. S.. 4. 1National Veterinary Research Institute, Vom, Plateau State. 2Department of Veterinary Parasitology and. Entomology, Ahmadu Bello University, Zaria, Nigeria. 3Department of Biochemistry, Ahmadu ...

  14. NIGERIAN VETERINARY JOURNAL

    African Journals Online (AJOL)

    ADEYEYE

    Vet. J., December 2015. Vol. 36 (4): 1272-1282. ORIGINAL ARTICLE. Gross and Morphometric Anatomical Changes of the Thyroid Gland in the West African Dwarf ... Department of Veterinary Anatomy, Faculty of Veterinary Medicine, University of Nigeria, Nsukka, Nigeria. .... common carotid artery, internal jugular vein,.

  15. NIGERIAN VETERINARY JOURNAL

    African Journals Online (AJOL)

    ADEYEYE

    Vet. J., March 2016. Vol. 37 (1): 45-53. ORIGINAL ARTICLE. A Retrospective Evaluation of Intravenous Fluid Usage in Animal. Patients Treated at Veterinary Teaching Hospital Nsukka, 2005-2015 ... 2Department of Veterinary Medicine, University of Nigeria, Nsukka. ... they carried with them their own internal sea.

  16. NIGERIAN VETERINARY JOURNAL

    African Journals Online (AJOL)

    ADEYEYE

    SUMMARY. The prevalence and morphological pathology of renal failure in exotic breeds of dog in Lagos and Ogun States, within Southwestern Nigeria were determined from postmortem records of the. Department of Veterinary Pathology, College of Veterinary Medicine, Federal University of. Agriculture, Abeokuta ...

  17. NIGERIAN VETERINARY JOURNAL

    African Journals Online (AJOL)

    ADEYEYE

    at the Maiduguri municipal abattoir and were used for this study. Thyroid glands collected were transported in ice packs to the Department of Veterinary Pathology laboratory, University of Maiduguri, Nigeria for gross examination and thereafter, fixed and sent to Department of Veterinary. Anatomy, University of Abuja, were it ...

  18. Anxiety in veterinary surgical students

    DEFF Research Database (Denmark)

    Langebæk, Rikke; Eika, Berit; Jensen, Asger Lundorff

    2012-01-01

    in a Surgical Skills Lab (SSL) has an anxiety reducing effect. Investigations were carried out as a comparative study and a parallel group study. Potential participants were fourth-year veterinary students who attended a surgical course (Basic Surgical Skills) and a non-surgical course (Clinical Examination......The surgical educational environment is potentially stressful and this can negatively affect students' learning. The aim of this study was to investigate whether veterinary students' level of anxiety is higher in a surgical course than in a non-surgical course and if pre-surgical training...... anxiety questionnaires (Spielberger's state-trait anxiety inventory and Cox and Kenardy's performance anxiety questionnaire) were used. Anxiety levels were measured before the non-surgical course (111 students from 2009) and before live-animal surgery during the surgical course (153 students from 2009...

  19. Emotions in veterinary surgical students

    DEFF Research Database (Denmark)

    Langebæk, Rikke; Eika, Berit; Pedersen, Lene Tanggaard

    2012-01-01

    A surgical educational environment is potentially stressful and can negatively affect students' learning. The aim of the present study was to investigate the emotions experienced by veterinary students in relation to their first encounter with live-animal surgery and to identify possible sources...... of positive and negative emotions, respectively. During a Basic Surgical Skills course, 155 veterinary fourth-year students completed a survey. Of these, 26 students additionally participated in individual semi-structured interviews. The results of the study show that students often experienced a combination...... of emotions; 63% of students experienced negative emotions, while 58% experienced positive ones. In addition, 61% of students reported feeling excited or tense. Students' statements reveal that anxiety is perceived as counterproductive to learning, while excitement seems to enhance students' focus...

  20. Fifty Years in the Life of Veterinary Students.

    Science.gov (United States)

    Greenhill, Lisa; Elmore, Ronnie; Stewart, Sherry; Carmichael, K Paige; Blackwell, Michael J

    2015-01-01

    Many changes in US veterinary colleges and their student bodies have occurred during the past 50 years. These have reflected US demographics in many ways. With these changes have come many changes in student life. The Association of American Veterinary Medical Colleges has played an important role in facilitating and tracking many of the changes by creating numerous opportunities for colleges to work together on issues related to admissions, diversity, and scholarly publication in the Journal of Veterinary Medical Education.

  1. Engineering Ethics Education on the Basis of Continuous Education to Improve Communication Ability

    Science.gov (United States)

    Takahara, Kenji; Kajiwara, Toshinori

    The paper proposes the engineering ethics education method for students on the basis of continuous education to improve communication ability. First, through a debate, the students acquire the fundamental skills required to marshal their arguments, to construct the rebuttals and to summarize the debates. Secondly, the students study the fundamental techniques to make a presentation on technical subjects related to electrical engineering. Following these classes, in the lecture of engineering ethics, the students probe the cause of each accident and consider the better means for avoiding such an accident, each other. In most cases, the students can express right and commonsensical opinions from an ethical standpoint. However, they can hardly make judgments when the situations such as the human relations in the above accidents are set concretely. During the engineering ethics class, the students come to know that human relations behind the case make the ethical matters more complicated. Furthermore, they come to understand that facilitating daily communications with co-workers and/or bosses is very important in order to avoid the accidents. The recognition of the students is just the results of the continuous education through three years. It can be said that the engineering ethics education thus constructed makes the students raise such spontaneous awareness and their ethical qualities as engineers.

  2. Speaking Up: Veterinary Ethical Responsibilities and Animal Welfare Issues in Everyday Practice

    Science.gov (United States)

    Hernandez, Elein; Fawcett, Anne; Brouwer, Emily; Rau, Jeff

    2018-01-01

    Simple Summary Veterinarians have an ethical obligation to provide good care for the animals that they see in practice. However, at times, there may be conflicts between the interests of animal caregivers or owners, the interests of veterinarians and the interests of animals. We provide an overview of why and how veterinary ethics is taught to veterinary students, as well as providing a context for thinking about veterinary ethical challenges and animal welfare issues. We argue that veterinarians are ethically obliged to speak up and ask questions when problems arise or are seen and provide a series of clinical case examples in which there is scope for veterinarians to improve animal welfare by ‘speaking up’. Abstract Although expectations for appropriate animal care are present in most developed countries, significant animal welfare challenges continue to be seen on a regular basis in all areas of veterinary practice. Veterinary ethics is a relatively new area of educational focus but is thought to be critically important in helping veterinarians formulate their approach to clinical case management and in determining the overall acceptability of practices towards animals. An overview is provided of how veterinary ethics are taught and how common ethical frameworks and approaches are employed—along with legislation, guidelines and codes of professional conduct—to address animal welfare issues. Insufficiently mature ethical reasoning or a lack of veterinary ethical sensitivity can lead to an inability or difficulty in speaking up about concerns with clients and ultimately, failure in their duty of care to animals, leading to poor animal welfare outcomes. A number of examples are provided to illustrate this point. Ensuring that robust ethical frameworks are employed will ultimately help veterinarians to “speak up” to address animal welfare concerns and prevent future harms. PMID:29361786

  3. SYSTEM OF DISTANCE LEARNING ADMINISTRATION IN CONTINUING EDUCATION FOR PRIMARY SCHOOL TEACHERS

    OpenAIRE

    MUKOVIZ, Oleksii P.

    2015-01-01

    The article describes the peculiarities of the organization of primary school teachers continuing education by means of web technologies, presents the website of the system of primary school teachers continuing education (http://sno.udpu.org.ua), and analyzes its content and structure. The website of the system of primary school teachers continuing education is created with the help of four instrumental platforms WordPress, Moodle, PhpBB and “cloud” technologies from Microsoft (SkyDrive, Padl...

  4. Survey and Research on Continuing Education Curriculum Construction for Primary and Secondary School Teachers

    OpenAIRE

    Yang Chao; Yu Mingjiu

    2015-01-01

    Continuing education curriculum construction is the key work to complete the teachers’ continuing education system, it is also an important part of the teachers’ specialization. This study aims to master the main problems of the current primary and secondary school teachers’ continuing education curriculum construction and put forward the corresponding improvement countermeasures. Research in Yunnan province of China as a case, through the Questionnaire Method, Interview Method and Factors An...

  5. E-Learning in the United States: New Directions and Opportunities for University Continuing Education.

    Science.gov (United States)

    Edelson, Paul J.; Pittman, Von V.

    2001-01-01

    Addresses recent developments in Web-based electronic distance learning in the United States with special attention to its historical antecedents in correspondence education. Discusses distance education within higher education, offers predictions for the future, and considers implications for continuing education professionals and applications of…

  6. System of continuous athletic education in republic Byelorussia, its maintenance and forms of organization.

    Directory of Open Access Journals (Sweden)

    Stepus O.V.

    2012-02-01

    Full Text Available The different going is presented near understanding of continuous education. The historical aspect of forming of the system of continuous education opens up in Republic Byelorussia. The modern going is described near organization of continuous education of teacher of physical culture. The model of forming of professional competence is developed in the system of continuous athletic education. Tasks, maintenance, forms, methods and facilities on the stages of becoming of professional, are certain. Directions of perfection the professional competence of teacher are rotined.

  7. A Factor Structure of Professionals' Attitude towards Continuing Education and Its Relationship to Participation.

    Science.gov (United States)

    Yang, Baiyin

    1995-01-01

    The attitudes of 323 veterinarians toward professional continuing education were distilled into 3 dimensions: relevance, benefit, and accessibility. Significant differences were found between participants and nonparticipants. (SK)

  8. Liver scintigraphy in veterinary medicine.

    Science.gov (United States)

    Morandi, Federica

    2014-01-01

    The most common veterinary application of liver scintigraphy is for the diagnosis of portosystemic shunts (PSSs). There has been a continual evolution of nuclear medicine techniques for diagnosis of PSS, starting in the early 1980s. Currently, transplenic portal scintigraphy using pertechnetate or (99m)Tc-mebrofenin is the technique of choice. This technique provides both anatomical and functional information about the nature of the PSS, with high sensitivity and specificity. Hepatobiliary scintigraphy has also been used in veterinary medicine for the evaluation of liver function and biliary patency. Hepatobiliary scintigraphy provides information about biliary patency that complements finding in ultrasound, which may not be able to differentiate between biliary ductal dilation from previous obstruction vs current obstruction. Hepatocellular function can also be determined by deconvolutional analysis of hepatic uptake or by measuring the clearance of the radiopharmaceutical from the plasma. Plasma clearance of the radiopharmaceutical can be directly measured from serial plasma samples, as in the horse, or by measuring changes in cardiac blood pool activity by region of interest analysis of images. The objective of this paper is to present a summary of the reported applications of hepatobiliary scintigraphy in veterinary medicine. Copyright © 2014 Elsevier Inc. All rights reserved.

  9. Factors Associated with Veterinary Clinical Faculty Attrition.

    Science.gov (United States)

    Furr, Martin

    2017-06-28

    Faculty attrition and recruitment for veterinary clinical faculty positions have been reported as significant problems in veterinary medical education. To investigate the factors that may be important in veterinary clinical faculty retention, the perceptions and views of veterinary clinical academic faculty were determined using a web-distributed electronic survey. Responses were dichotomized by whether the respondent had or had not left an academic position and were analyzed for their association with faculty attrition. A total of 1,226 responses were recorded and results demonstrated that factors other than compensation were associated with veterinary clinical faculty attrition, including departmental culture, work-life balance, and recognition and support of clinical medicine by the administration. Forty-four percent of respondents who had held a faculty appointment reported leaving academia either voluntarily or for non-voluntary reasons such as failure to achieve tenure, retirement, or having their position closed. Attention to correcting deficiencies in workplace culture and professional rewards could be a beneficial means by which to decrease the faculty attrition rates currently observed in clinical academic veterinary medicine.

  10. Challenges facing the veterinary profession in Ireland: 2. On-farm use of veterinary antimicrobials.

    Science.gov (United States)

    Magalhães-Sant'Ana, Manuel; More, Simon J; Morton, David B; Hanlon, Alison J

    2017-01-01

    Antimicrobial resistance has emerged in recent years as a significant public health threat, which requires both an ethical and a scientific approach. In a recent Policy Delphi study, on-farm use of antimicrobials was a key concern identified by veterinary professionals in Ireland. In this case study (the second in a series of three resulting from a research workshop exploring the challenges facing the veterinary profession in Ireland; the other two case studies investigate clinical veterinary services and emergency/casualty slaughter certification) we aim to provide a value-based reflection on the constraints and possible opportunities for responsible use of veterinary antimicrobials in Ireland. Using a qualitative focus group approach, this study gathered evidence from relevant stakeholders, namely veterinarians working in public and private organisations, a representative from the veterinary regulatory body, a dairy farmer and a general medical practitioner. Three overarching constraints to prudent on-farm use of veterinary antimicrobials emerged from the thematic analysis: 'Defective regulations', 'Lack of knowledge and values' regarding farmers and vets and 'Farm-centred concerns', including economic and husbandry concerns. Conversely, three main themes which reflect possible opportunities to the barriers were identified: 'Improved regulations', 'Education' and 'Herd health management'. Five main recommendations arose from this study based on the perspectives of the study participants including: a) the potential for regulatory change to facilitate an increase in the number of yearly visits of veterinarians to farms and to implement electronic prescribing and shorter validity of prescriptions; b) a 'One Health' education plan; c) improved professional guidance on responsible use of veterinary antimicrobials; d) improved on-farm herd health management practices; and e) the promotion of a 'One Farm-One Vet' policy. These findings may assist Veterinary Council of

  11. The Continuation of Prejudice: Addressing Negative Attitudes in Nurse Training and Continuing Professional Education

    Science.gov (United States)

    Nash, Paul; Stuart-Hamilton, Ian; Mayer, Peter

    2014-01-01

    Measures of attitudes to ageing typically examine only explicit attitudes, treating attitude holders as a homogeneous group with regards to education levels. Implicit attitudes (i.e., the immediate attitudinal response before conscious processes amend that attitude to an explicit attitude) have been less commonly examined. The current study…

  12. Incorporation of continuous student assessment into lectures in engineering education

    Science.gov (United States)

    Myllymäki, S.

    2013-08-01

    A continuous student assessment system was incorporated into an advanced microelectronic course. This study investigated the relationship between the continuous assessment system based on home exams and individual student achievement. The perspective was based on the learning frameworks of the social constructivist theory. Six fourth-year engineering students participated in the study, which covered 13 lectures and 5 home exams. Feedback sessions concerning the particular exam were held after every exam. Correlations between the exams, the feedback, and individual student achievement were computed. The results indicated a positive correlation between continuous assessment and student achievement. Rather than being improved a lot, student achievement stabilised statistically at a higher level. Additionally, student's absence was very low (5%) despite the voluntary participation in the course. Continuous assessment realised with home exams induced two-way discussions between the teacher and the students. Unprompted, the students learned additional material and discussed it in the exam essays, confirming the principles of social constructivist theory.

  13. Image of the educational organization of higher education as a factor of ensuring continuing education

    OpenAIRE

    Kovaleva Elena Nikolaevna

    2015-01-01

    This article contains the results of research of legitimate stakeholders’ perception of universities – entrants, students, business community; society’s and the state’s ideas about a perfect university were summarized. The importance of creating a positive image of a university for implementing the lifelong education concept in Russia is considered.

  14. Residency Programs in Veterinary Internal Medicine. Where Are We Going?

    Science.gov (United States)

    Oliver, J. E., Jr.

    1979-01-01

    Data from the 6th Symposium on Veterinary Medical Education, the Arthur D. Little, Inc. report, and the survey of the American College of Veterinary Internal Medicine are reported as they pertain to the need for more residency programs, program quality and accreditation. Program funding is also discussed. (JMD)

  15. CTSA approach in education: opportunities and challenges in continuing education teachers

    Directory of Open Access Journals (Sweden)

    Marcia Camilo Figueiredo

    2016-04-01

    Full Text Available In order to initiate the formation of critical citizens from the Basic Education, this research aimed to investigate how a group of teachers from the local public from Londrina in Parana conceives of Science-Technology-Society-Environment Approach (CTSA for the teaching of scientific content. Data were collected through questionnaires and speeches from the participating during a course entitled Science-Technology-Society, offered in the course of Specialization in Education and Technology of the Federal Technological University of Paraná, Brazil. According to the data obtained initially unaware of this entire group approach to teaching. Soon, they were not as elaborate, plan and develop scientific content prioritizing CTSA relations. Therefore, this research promoted participants the innovation pedagogical and methodological knowledge to work the CTSA relationships in the classroom, because teachers revealed in his speeches understanding of how important it is to develop the contents prioritizing CTSA relations to form citizens critical to society. Based on these data, we stress the importance of teaching continuing education that enables the study of the CTSA approach to mobilize a more qualitative basic education.

  16. Ethnography in the Danish Veterinary Learning Environment

    Directory of Open Access Journals (Sweden)

    Camilla Kirketerp Nielsen

    2015-11-01

    Full Text Available The overall objective of this project is research-based development, implementation and evaluation of a game-based learning concept to be used in the veterinary education. Herd visits and animal contact are essential for the development of veterinary competences and skills during education. Yet veterinary students have little occasion to reach/attain a proper level of confidence in their own skills/abilities, as they have limited “training-facilities” (Kneebone & Baillie, 2008. One possible solution mightbe to provide a safe, virtual environment (game-based where students could practise interdisciplinary clinical skills in an easily-accessible, interactive setting. A playable demo using Classical Swine Fever in a pig herd as an example has been produced for this purpose. In order totailor the game concept to the specific veterinary learning environment and to ensure compliance with both learning objectives and the actual learning processes/procedures of the veterinary students, the project contains both a developmental aspect (game development and an exploration of the academic (scholastic and profession (practice oriented learning context. The initial phase of the project was a preliminary exploration of the actual learning context, providing an important starting point for the upcoming phase in which I will concentrate on research-based development, implementation and evaluation of a game-based virtual environment in this course context. In the academic (scholastic and profession (practice oriented learning context of a veterinary course in Herd Health Management (Pig module,ethnographic studies have been conducted by using multiple data collection methods; participant observation, spontaneous dialogues and interviews (Borgnakke, 1996; Hammersley & Atkinson, 2007. All courserelated activities in the different learning spaces (commercial pig herds, auditoriums, post-mortem examinations, independent group work were followed.This paper will

  17. Perceived Value of University-Based Continuing Education Leadership Development Programs for Administrators

    Science.gov (United States)

    Stone, Geri L.; Major, Claire H.

    2014-01-01

    This quantitative study, which involved development of a Value Creation Survey, examined the perceived value of leadership development programs (LDPs) provided by continuing higher education for administrators in colleges and universities. Participants were administrators at Association for Continuing Higher Education (ACHE) member institutions.…

  18. Adult Continuing Education and Human Resource Development: Present Competitors, Potential Partners

    Science.gov (United States)

    Smith, Douglas H.

    2013-01-01

    "Author's Note": In May 1989, this article was published in "Livelong Learning," the monthly practitioner journal of the American Association for Adult and Continuing Education (Vol. 12, No. 7, pp. 13-17). Now viewed as a period reference article, it presents the relationship of adult and continuing education (ACE) and…

  19. The Relationship between Continuing Education and Perceived Competence, Professional Support, and Professional Value among Clinical Psychologists

    Science.gov (United States)

    Bradley, Stacy; Drapeau, Martin; DeStefano, Jack

    2012-01-01

    Introduction: Continuing education is one of the means by which professionals maintain and increase their level of competence. However, the relationship between continuing education and the professional's sense of personal competence and other practice-related variables remains unclear. This study examined practicing psychologists' continuing…

  20. Continuing medical education costs and benefits: lessons for competing in a changing health care economy.

    Science.gov (United States)

    Mazmanian, Paul E

    2009-01-01

    Current approaches to evaluation in continuing medical education (CME) feature results defined as changes in participation, satisfaction, knowledge, behavior, and patient outcomes. Few studies link costs and effectiveness of CME to improved quality of care. As continuing education programs compete for scarce resources, cost-inclusive evaluation offers strategies to measure change and to determine value for resources spent.

  1. Analysis of Pharmacy Student Attitudes Toward Continuing Education: A Cross Sectional Study

    Science.gov (United States)

    Bernardi, Vincent W.; McCook, William M.

    1977-01-01

    The general attitudes consistently held by undergraduates in clinically-oriented curricula toward pharmacy continuing education tend to be more like nonparticipants than participants in continuing education. Participant-pharmacists have more favorable attitudes than those classified as student or nonparticipants. (Author/LBH)

  2. CONTINUOUS AND INTEGRATED PROFESSIONAL EDUCATION IN THE DEVELOPMENT OF HUMAN CAPITAL

    Directory of Open Access Journals (Sweden)

    Elena A. Dubik

    2013-01-01

    Full Text Available In the article problems of integrated and continuous professional education are considered. A new continuous integrated professional educational specialist training programme (school - higher school - industrial enterprise and its specifics are discussed. The system makes possible for the human capital to develop its professional skills and scientific knowledge on a life long term.

  3. Continuous Improvement in Education. Advancing Teaching--Improving Learning. White Paper

    Science.gov (United States)

    Park, Sandra; Hironaka, Stephanie; Carver, Penny; Nordstrum, Lee

    2013-01-01

    In recent years, "continuous improvement" has become a popular catchphrase in the field of education. However, while continuous improvement has become commonplace and well-documented in other industries, such as healthcare and manufacturing, little is known about how this work has manifested itself in education. This white paper attempts…

  4. [Survey on the needs expressed by primary care doctors for continuing education in drug therapy].

    Science.gov (United States)

    Rodríguez, D; Llop, R; Barceló, M E; Cucurull, E; Vallés, J A; Diogène, E; García, N; Fernández, E; Sabaté, N; Simó, E; Casadevall, J

    2002-12-01

    To describe the aspects of continuing education in pharmacological therapeutics considered as most relevant by the primary health care physicians. Observational study.Setting. Physicians filled-up the questionnaires during 45 minutes at their primary health care centres. Primary health care physicians involved in the Fundation Institut Català de Farmacologia continuing education activities since 1997 were selected. A specific questionnaire was designed to collect the physicians' opinion on different topics regarding continuing education in pharmacological therapeutics. 180 physicians from 21 primary health care centres answered the questionnaire. 68% of the responding physicians considered that continuing education has to be useful to improve routine clinical practice. Regular seminars and methods stimulating active participation administered by primary health care professionels are preferred. Continuing education in pharmacological therapeutics should be focused to health problems rather than being drug-oriented. They referred being more interested in drug selection issues and in the role of new drug in comparison with the existing alternatives rather than in regulation and drug consumption issues. 66,3% of the responding physicians considered that continuing education in pharmacological therapeutics should be compulsory. Public health authorities and primary health care physicians should share the responsibility in setting-up continuing education in pharmacological therapeutics programs, according to the opinion of almost 70% of the physicians. Primary health care physicians are interested in continuing education in pharmacological therapeutics as far as it is practical and useful to solve problems of their routine clinical practice.

  5. 49 CFR 240.123 - Criteria for initial and continuing education.

    Science.gov (United States)

    2010-10-01

    ... 49 Transportation 4 2010-10-01 2010-10-01 false Criteria for initial and continuing education. 240... ENGINEERS Component Elements of the Certification Process § 240.123 Criteria for initial and continuing education. (a) Each railroad's program shall include criteria and procedures for implementing this section...

  6. Defining Quality Criteria for Online Continuing Medical Education Modules Using Modified Nominal Group Technique

    Science.gov (United States)

    Shortt, S. E. D.; Guillemette, Jean-Marc; Duncan, Anne Marie; Kirby, Frances

    2010-01-01

    Introduction: The rapid increase in the use of the Internet for continuing education by physicians suggests the need to define quality criteria for accredited online modules. Methods: Continuing medical education (CME) directors from Canadian medical schools and academic researchers participated in a consensus process, Modified Nominal Group…

  7. Continuous quality improvement and the education of the generalist physician.

    Science.gov (United States)

    Headrick, L A; Neuhauser, D; Schwab, P; Stevens, D P

    1995-01-01

    The new health care environment--centered on patients, focused on health, and managed by generalists--requires new competencies for the generalist physician. Among these are knowledge and skills for the continuous improvement of health care. In many areas, generalist physicians already use quality improvement methods and principles to improve the health and health care of their communities. Efforts to teach medical students and residents to improve quality continuously in health care are beginning. Early lessons are: (1) quality improvement is most effectively learned in the context of real work; (2) initial emphasis must be on the basics; (3) the focus is on the needs of those we serve; (4) interdisciplinary skills are essential and best learned during clinical training; and (5) the best learning environment for future generalist physicians, one which results in optimism about the future and the ability to make things better, is an environment that is continuously improving.

  8. Therapeutic laser in veterinary medicine.

    Science.gov (United States)

    Pryor, Brian; Millis, Darryl L

    2015-01-01

    Laser therapy is an increasingly studied modality that can be a valuable tool for veterinary practitioners. Mechanisms of action have been studied and identified for the reduction of pain and inflammation and healing of tissue. Understanding the basics of light penetration into tissue allows evaluation of the correct dosage to deliver for the appropriate condition, and for a particular patient based on physical properties. New applications are being studied for some of the most challenging health conditions and this field will continue to grow. Additional clinical studies are still needed and collaboration is encouraged for all practitioners using this technology. Copyright © 2015. Published by Elsevier Inc.

  9. CONTINUING EDUCATION AS A NEW PARADIGM: THE SYNERGY ANALYSIS

    Directory of Open Access Journals (Sweden)

    Paweł Dawidow

    2016-12-01

    Full Text Available The article discusses the concept of lifelong education as a philosophical and pedagogical phenomenon. Implemented by historical and philosophical, ontological and synergistic analysis of the causes of the transition from ‘the finished’ to ‘lifelong’ education. We consider the objectives and principles of lifelong learning, its creative character. The role of lifelong learning as a process of development and self-development of the individual and substantiates its importance for the man in the process of transition to an information society.

  10. Excellence in Minority Health Education and Care Act. Hearing on H.R. 954, A Bill to Amend the Public Health Service Act to Authorize Assistance for Centers for Minority Medical Education, Minority Pharmacy Education, Minority Veterinary Medicine Education, and Minority Dentistry Education, before the Subcommittee on Health and the Environment of the Committee on Energy and Commerce, House of Representatives, One Hundredth Congress, First Session.

    Science.gov (United States)

    Congress of the U.S., Washington, DC. House Committee on Energy and Commerce.

    This document comprises testimony and materials presented at a hearing on H.R. 954, a bill which would provide assistance for centers for minority education in medicine, pharmacy, veterinary medicine, and dentistry. The following individuals presented testimony: (1) Lindy Boggs, a Representative from Louisiana; (2) William Hill Boner, a…

  11. The effect of fluency in English on the continuing professional development of nurses educated overseas.

    Science.gov (United States)

    Terry, Louise M; Carr, Graham; Williams, Linda

    2013-03-01

    In the United Kingdom, many nurses who were educated overseas and are not native English speakers are undertaking continuing professional development study within their host country. This study investigated the effect of fluency in English on the teaching and learning of registered nurses undertaking continuing professional development within a health and social care faculty in a U.K. university. A qualitative, interpretive method was used. Data were obtained through thematic analysis of semi-structured individual interviews with educators, nurses educated in the United Kingdom, and nurses educated overseas who were not native English speakers and were undertaking continuing professional development. Participants included six educators, six registered nurses who were educated in the United Kingdom, and six registered nurses who were educated overseas and were not native English speakers. Educators resorted to generalizations in describing nurses' teaching and learning characteristics. Classroom dynamics that impeded nurses' learning were reported. Critical thinking, academic success, and integration within the classroom were affected by the ability to research, question, and discuss new or complex continuing professional development topics in English. Fluency in academic nursing English is necessary for successful continuing professional development. Educators should use and develop strategies to encourage integration in the classroom between nurses who were educated in the United Kingdom and those who were educated overseas and are not native English speakers to support critical thinking and engagement by all participants. Copyright 2013, SLACK Incorporated.

  12. Sexual Orientation and Music Education: Continuing a Tradition

    Science.gov (United States)

    Bergonzi, Louis

    2014-01-01

    This article offers an overview of sexual orientation and music education, in particular how sexual orientation--specifically, heterosexuality--has been dominant in the teaching of music in the United States. Scenarios of heterosexual privilege related to music students, music teachers, and instructional content are presented. After acknowledging…

  13. Continuing Education for Lay Ministry: Providers, Beliefs, Issues, and Programs.

    Science.gov (United States)

    English, Leona M.

    2002-01-01

    Responses from 23 of 35 leaders of lay minister education programs indicated liberal attitudes on some issues (social justice, women's ordination); 74% were hopeful about the church's future; 17% felt at risk because of their views; 32% experienced little or no congregational support; and 82% felt that the church needed to improve its acceptance…

  14. Reframing University Continuing Education's Role in Community Engagement

    Science.gov (United States)

    McRae, Heather

    2012-01-01

    In Canada, a growing interest within higher education in community engagement practices is evidenced through the establishment of national networks, funding opportunities for community-university research partnerships, and the development of specially designated centres on university campuses. However, based on the literature in continuing…

  15. Continuing medical education in Europe: towards a harmonised system.

    NARCIS (Netherlands)

    Costa, A.; Hemelryck, F. Van; Aparicio, A.; Gatzemeier, W.; Leer, J.W.H.; Maillet, B.; Hossfeld, D.K.

    2010-01-01

    One of the first reports on the state of medical education was published in 1910 in North America, with the support of the Carnegie Foundation, showing that the interest for this issue dates back at least a century. Doctors (and nurses) are among the few professionals who managed to avoid for a long

  16. Oakland Papers: Symposium on Social Change and Educational Continuity. Notes and Essays on Education for Adults, 51.

    Science.gov (United States)

    Drucker, Peter F.; And Others

    The symposium was a result of an experimental alumni education program at Oakland University which was sponsored by the Kellogg Foundation and brought about by Oakland's intent to establish a new university relationship with its graduates based on continuing education. In "The University in an Educated Society" Peter Drucker speaks of learning…

  17. Aesthetic Education of Primary School Pupils as an Integral Part of the National System of Continuous Art Education in Japan

    Science.gov (United States)

    Kuchai, Tetiana

    2014-01-01

    The article examines aesthetic education of primary school pupils as an integral part of the national system of continuous art education in Japan. One of the most important traditional means of aesthetic education in Japan, according to L. Tsaryova is considered nature. Analysis of the scientific literature by domestic and foreign scientists…

  18. From Access to Excess: Changing Roles and Relationships for Distance Education, Continuing Education, and Academic Departments in American Universities

    Science.gov (United States)

    Ashcroft, Judy Copeland

    2013-01-01

    In American universities, early distance education needed both continuing education and academic departments for establishing institutional cooperation, developing quality standards, adapting to change, and finding a funding model. Today, the Internet and the need for additional revenue are driving new distance education models.

  19. An online spaced-education game for global continuing medical education: a randomized trial.

    Science.gov (United States)

    Kerfoot, B Price; Baker, Harley

    2012-07-01

    To assess the efficacy of a "spaced-education" game as a method of continuing medical education (CME) among physicians across the globe. The efficacy of educational games for the CME has yet to be established. We created a novel online educational game by incorporating game mechanics into "spaced education" (SE), an evidence-based method of online CME. This 34-week randomized trial enrolled practicing urologists across the globe. The SE game consisted of 40 validated multiple-choice questions and explanations on urology clinical guidelines. Enrollees were randomized to 2 cohorts: cohort A physicians were sent 2 questions via an automated e-mail system every 2 days, and cohort B physicians were sent 4 questions every 4 days. Adaptive game mechanics re-sent the questions in 12 or 24 days if answered incorrectly and correctly, respectively. Questions expired if not answered on time (appointment dynamic). Physicians retired questions by answering each correctly twice-in-a-row (progression dynamic). Competition was fostered by posting relative performance among physicians. Main outcome measures were baseline scores (percentage of questions answered correctly upon initial presentation) and completion scores (percentage of questions retired). A total of 1470 physicians from 63 countries enrolled. Median baseline score was 48% (interquartile range [IQR] 17) and, in multivariate analyses, was found to vary significantly by region (Cohen dmax = 0.31, P = 0.001) and age (dmax = 0.41, P games. An online SE game can substantially improve guidelines knowledge and is a well-accepted method of global CME delivery.

  20. Initial and continuing education: contributions to the profesional development of mathematics teachers

    Directory of Open Access Journals (Sweden)

    Ana Lúcia Manrique

    2011-01-01

    Full Text Available The present article seeks to analyze the relations between the Initial and Continuing Education of Mathematics Teachers in the perspective a process of continuum, based on the assumption of the development and professional outreach of the teaching profession. This study was performed under the qualitative approach and for its development, accumulated theoretical knowledge based on bibliographical research was taken into account, as well as meaningful testimonies of participants in these two educational spaces. The discussions and reflections presented here are based on studies developed on teacher education, the initial education of mathematics teachers, the continuing education of mathematics teacher, and professional outreach. We offer excerpts from two on-going Masters research projects, providing evidence of factors that may contribute to the comprehension of professional outreach, during the initial education process or even the continuing education process of mathematics teachers.

  1. Microscope use in clinical veterinary practice and potential implications for veterinary school curricula.

    Science.gov (United States)

    Stewart, Sherry M; Dowers, Kristy L; Cerda, Jacey R; Schoenfeld-Tacher, Regina M; Kogan, Lori R

    2014-01-01

    Microscopy (skill of using a microscope) and the concepts of cytology (study of cells) and histology (study of tissues) are most often taught in professional veterinary medicine programs through the traditional method of glass slides and light microscopes. Several limiting factors in veterinary training programs are encouraging educators to explore innovative options for teaching microscopy skills and the concepts of cytology and histology. An anonymous online survey was administered through the Colorado Veterinary Medical Association to Colorado veterinarians working in private practice. It was designed to assess their current usage of microscopes for cytological and histological evaluation of specimens and their perceptions of microscope use in their veterinary education. The first part of the survey was answered by 183 veterinarians, with 104 indicating they had an onsite diagnostic lab. Analysis pertaining to the use of the microscope in practice and in veterinary programs was conducted on this subset. Most respondents felt the amount of time spent in the curriculum using a microscope was just right for basic microscope use and using the microscope for viewing and learning about normal and abnormal histological sections and clinical cytology. Participants felt more emphasis could be placed on clinical and diagnostic cytology. Study results suggest that practicing veterinarians frequently use microscopes for a wide variety of cytological diagnostics. However, only two respondents indicated they prepared samples for histological evaluation. Veterinary schools should consider these results against the backdrop of pressure to implement innovative teaching techniques to meet the changing needs of the profession.

  2. A Multiple Case Study Approach to Explore Generational Theory to Enhance Online Continuing Nursing Education

    Science.gov (United States)

    Foecke, Jan

    2017-01-01

    Nurses are expected to participate in ongoing professional development, whether that is higher education to obtain another degree or continuing nursing education (CNE) to enhance knowledge or skills, maintain licensure, and/or maintain certification. Because there are generational differences that can affect adult education, learning preferences…

  3. Professional Development of Continuing Higher Education Unit Leaders: A Need for a Competency-Based Approach

    Science.gov (United States)

    Bacheler, Margaret

    2015-01-01

    The purpose of this study was to examine the effect of professional development experiences on the career competencies of continuing higher education unit leaders (CHEULs). In the American system of higher education, a CHEUL manages an administrative unit that offers educational programs to adult learners (Cranton, 1996). To face the challenges…

  4. A Self-Ethnographic Investigation of Continuing Education Program in Engineering Arising from Economic Structural Change

    Science.gov (United States)

    Kaihlavirta, Auri; Isomöttönen, Ville; Kärkkäinen, Tommi

    2015-01-01

    This paper provides a self-ethnographic investigation of a continuing education program in engineering in Central Finland. The program was initiated as a response to local economic structural change, in order to offer re-education possibilities for a higher educated workforce currently under unemployment threat. We encountered considerable…

  5. Partnering with Industry to Deliver Continuing Education to Florida's Licensed Pesticide Applicators

    Science.gov (United States)

    Fishel, Fred

    2014-01-01

    Partnering with private industry can empower Extension educators to enhance their educational outreach efforts. Since 2011, UF/IFAS has cooperated with the Florida Turfgrass Association in conducting a 1-day statewide Polycom® event for providing continuing education to licensed pesticide applicators employed primarily in the ornamental and…

  6. Clausewitz’s Continued Relevance and Foundation for Educating Critical Thinking Skills

    Science.gov (United States)

    2012-03-22

    Clausewitz’s Continued Relevance and Foundation for Educating Critical Thinking Skills by Lieutenant Colonel Brett W...Foundation for Educating Critical Thinking Skills 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER LTC...FOUNDATION FOR EDUCATING CRITICAL THINKING SKILLS by Lieutenant Colonel Brett W. Andersen United States Army National Guard

  7. Formacion, Perfeccionamiento y Actualizacion Docente (Training and Advanced and Continuing Education for Teachers).

    Science.gov (United States)

    Boletin del Centro Nacional de Documentacion e Informacion Educativa, 1970

    1970-01-01

    This document describes the teacher education reform implemented in Argentina beginning in 1968. Details of the changes are provided for: types of schools and degrees, new programs, admission criteria, career training opportunities, special fields, advanced and continuing education, and opportunities for educational research and experiments. (VM)

  8. How the medical practice employee can get more from continuing education programs.

    Science.gov (United States)

    Hills, Laura Sachs

    2007-01-01

    Continuing education can be a win-win situation for the medical practice employee and for the practice. However, in order education programs must become informed consumers of such programs. They must know how to select the right educational programs for their needs and maximize their own participation. Employees who attend continuing education programs without preparation may not get the full benefit from their experiences. This article suggests benchmarks to help determine whether a continuing education program is worthwhile and offers advice for calculating the actual cost of any continuing education program. It provides a how-to checklist for medical practice employees so they know how to get the most out of their continuing education experience before, during, and after the program. This article also suggests using a study partner system to double educational efforts among employees and offers 10 practical tips for taking and using notes at a continuing education program. Finally, this article outlines the benefits of becoming a regular student and offers three practical tips for maximizing the employee's exhibit hall experience.

  9. 76 FR 52548 - National Veterinary Accreditation Program; Currently Accredited Veterinarians Performing...

    Science.gov (United States)

    2011-08-23

    ... Animal and Plant Health Inspection Service 9 CFR Part 161 RIN 0579-AC04 National Veterinary Accreditation... veterinarians who are currently accredited in the National Veterinary Accreditation Program (NVAP) may continue...: Effective Date: August 23, 2011. FOR FURTHER INFORMATION CONTACT: Dr. Todd Behre, National Veterinary...

  10. 75 FR 59605 - National Veterinary Accreditation Program; Currently Accredited Veterinarians Performing...

    Science.gov (United States)

    2010-09-28

    ... Health Inspection Service 9 CFR Part 161 RIN 0579-AC04 National Veterinary Accreditation Program... National Veterinary Accreditation Program (NVAP) may continue to perform accredited duties and to elect to.... Todd Behre, National Veterinary Accreditation Program, VS, APHIS, 4700 River Road Unit 200, Riverdale...

  11. Designing for Dialogue and Digitality in Higher and Continuing Education

    DEFF Research Database (Denmark)

    Sorensen, Elsebeth K.; Kjærgaard, Thomas

    2016-01-01

    This study investigates and contrasts three scenarios of further education; presence lessons and two types of blended learning. It addresses the conceptual challenge of creating learning designs for online learning communities of practice (COPs) with a focus on 'collaborative digital dialogue...... learning stream’ (OSLS) in digital dialogue (DD), unfolding in virtual learning environments (VLEs), the paper further investigates the appropriateness in this respect of diverse scaffolding mechanisms, reaching from phatic teacher comments to academic, scaffolding video-clips. The empirical basis...

  12. Evaluating the economic and noneconomic impacts of the veterinary medical profession in Michigan.

    Science.gov (United States)

    Lloyd, J W; Dartt, B A

    2000-01-01

    continue to make a highly valued societal contribution. Pets, equines, and food animals will continue to have prominent roles in Michigan for the foreseeable future, as will the human-animal bond, food safety, and medical research. Clearly, for economic and noneconomic reasons, it will be in the interest of the people of Michigan to seek opportunities to maintain and enhance the vitality of the state's veterinary medical profession. It was our hope that results of this study would provide university administrators, legislators, MVMA executives, and others with information needed to justify the ongoing provision of public support for the veterinary medical profession. In addition, we expect that the results will supply useful material for public relations and marketing campaigns by the MVMA and the Michigan State University College of Veterinary Medicine and will provide the media with public interest stories to promote the veterinary profession. Although this study considered the economic and noneconomic impacts of the veterinary medical profession only in Michigan, the results can provide an important reference point for educators, policy markers, and legislators in other states. In addition, this study could serve as a methodologic model for veterinary organizations in other states, or at the national level, to emulate.

  13. Continuing education: preparing patients to choose a renal replacement therapy.

    Science.gov (United States)

    Goovaerts, Tony; Bagnis Isnard, Corinne; Crepaldi, Carlo; Dean, Jessica; Melander, Stefan; Mooney, Andrew; Prieto-Velasco, Mario; Trujillo, Carmen; Zambon, Roberto; Nilsson, Eva-Lena

    2015-03-01

    Patients with progressive chronic kidney disease face a series of treatment decisions that will impact the quality of life of themselves and their family. Renal replacement therapy option education (RRTOE), generally provided by nurses, is recommended by international guidelines To provide nurses with advice and guidance on running RRTOE. A consensus conference. Four nurses, 5 nephrologists and 1 clinical psychologist (9 renal units; 6 European countries) from units that had extensive experience in RRTOE or were performing research in this field. Experts brainstormed and discussed quality standards for the education team, processes, content/topics, media/material/funding and quality measurements for RRTOE. Conclusions and recommendations from these discussions that are particularly pertinent to nurses are presented in this paper. Through careful planning and smooth interdisciplinary cooperation, it is possible to implement an education and support programme that helps patients choose a form of RRT that is most suited to their needs. This may result in benefits in quality of life and clinical outcomes. There are large differences between renal units in terms of resources available and the demographics of the catchment area. Therefore, nurses should carefully consider how best to adapt the advice offered here to their own situation. Throughout this process, it is crucial to keep in mind the ultimate goal - providing patients with the knowledge and skill to make a modality choice that will enhance their quality of life to the greatest degree. © 2014 European Dialysis and Transplant Nurses Association/European Renal Care Association.

  14. [Continuum, the continuing education platform based on a competency matrix].

    Science.gov (United States)

    Ochoa Sangrador, C; Villaizán Pérez, C; González de Dios, J; Hijano Bandera, F; Málaga Guerrero, S

    2016-04-01

    Competency-Based Education is a learning method that has changed the traditional teaching-based focus to a learning-based one. Students are the centre of the process, in which they must learn to learn, solve problems, and adapt to changes in their environment. The goal is to provide learning based on knowledge, skills (know-how), attitude and behaviour. These sets of knowledge are called competencies. It is essential to have a reference of the required competencies in order to identify the need for them. Their acquisition is approached through teaching modules, in which one or more skills can be acquired. This teaching strategy has been adopted by Continuum, the distance learning platform of the Spanish Paediatric Association, which has developed a competency matrix based on the Global Paediatric Education Consortium training program. In this article, a review will be presented on the basics of Competency-Based Education and how it is applied in Continuum. Copyright © 2015 Asociación Española de Pediatría. Published by Elsevier España, S.L.U. All rights reserved.

  15. Continuing medical education effect on physician knowledge application and psychomotor skills: effectiveness of continuing medical education: American College of Chest Physicians Evidence-Based Educational Guidelines.

    Science.gov (United States)

    O'Neil, Kevin M; Addrizzo-Harris, Doreen J

    2009-03-01

    Recommendations for optimizing continuing medical education (CME) effectiveness in improving physician application of knowledge and psychomotor skills are needed to guide the development of processes that effect physician change and improve patient care. The guideline panel reviewed evidence tables and a comprehensive review of the effectiveness of CME developed by The Johns Hopkins Evidence-based Practice Center for the Agency for Healthcare Research and Quality (AHRQ Evidence Report). The panel considered studies relevant to the effect of CME on physician knowledge application and psychomotor skill development. From the 136 studies identified in the systematic review, 15 articles, 12 addressing physician application of knowledge and 3 addressing psychomotor skills, were identified and reviewed. Recommendations for optimizing CME were developed using the American College of Chest Physicians guideline grading system. The preponderance of evidence demonstrated improvement in physician application of knowledge with CME. The quality of evidence did not allow specific recommendations regarding optimal media or educational techniques or the effectiveness of CME in improving psychomotor skills. CME is effective in improving physician application of knowledge. Multiple exposures and longer durations of CME are recommended to optimize educational outcomes.

  16. Veterinary Medicine and Animal Health Technology Handbook.

    Science.gov (United States)

    New York State Education Dept., Albany. Office of the Professions.

    The laws, rules, and regulations of the New York State Education Department that govern professional veterinary medicine and animal health technology practice in the state are presented. Licensure requirements are described, and complete application forms and instructions for obtaining license and first registration as a licensed veterinarian and…

  17. Networked Learning and Network Science: Potential Applications to Health Professionals' Continuing Education and Development.

    Science.gov (United States)

    Margolis, Alvaro; Parboosingh, John

    2015-01-01

    Prior interpersonal relationships and interactivity among members of professional associations may impact the learning process in continuing medical education (CME). On the other hand, CME programs that encourage interactivity between participants may impact structures and behaviors in these professional associations. With the advent of information and communication technologies, new communication spaces have emerged that have the potential to enhance networked learning in national and international professional associations and increase the effectiveness of CME for health professionals. In this article, network science, based on the application of network theory and other theories, is proposed as an approach to better understand the contribution networking and interactivity between health professionals in professional communities make to their learning and adoption of new practices over time. © 2015 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

  18. Continuing education in health from the perspective of Augustine of Hippo

    Directory of Open Access Journals (Sweden)

    Fabíola Chaves Fernandes

    Full Text Available ABSTRACT Objective: To reflect about continuing education from the perspective of Augustine of Hippo and his theories based on the construction of knowledge and the learning process. Method: This is a theoretical reflection study whose aim is to propose dimensions of analysis, emphasizing the history and challenges of continuing education. Such dimensions analyze the production of knowledge in Augustinian pedagogy, its historical aspects and its close relationship with lifelong education in health professions. Results: The results show the difficulty of continuing education to reach adequate importance in health services, and that of academia in appropriating the thoughts of renowned philosophers such as Augustine. This is a result of ignorance about the convergence of these principles and their relevance. Final considerations: Continuing education and Augustinian pedagogy walk hand in hand in terms of care, meeting the needs that originate from practice and that are reflected in it, challenging isolated knowledge and putting different areas of knowledge to work together.

  19. Continuing medical education: a challenge to the Italian Scientific Societies of Laboratory Medicine.

    Science.gov (United States)

    Plebani, Mario

    2002-05-21

    In the modern health service, it is no longer acceptable for any clinician or other professional to abstain from continuing education after qualification. This is particularly true in the field of laboratory medicine because of the dramatic changes that have occurred in the organization, number and types of tests, and role of medical laboratories. In Italy, a program for continuing education in medicine (Educazione Continua in Medicina (ECM)) has recently been promoted by the National Government. Continuing education (CE) in laboratory medicine should include all educational activities that are pertinent to a person's professional skills, activities, interests, and growth. Continuing education can take many forms. In particular, a variety of programs are available that enable employees to improve their knowledge and skills while reducing their travel and absence from the laboratory. The present paper describes the recent redefinition of the mission, aims and structure of the Scientific Division of the Italian Society of Clinical Biochemistry and Clinical Molecular Biology (SIBioC) and the role it plays in making available to all associates a program for continuing education in the field of Laboratory Medicine. The activation of a national program for continuing education in medicine (ECM) in Italy provides a great opportunity for all professionals of the healthcare sector and for laboratorians, in particular. This educational project offers an unrivalled opportunity for the Italian Scientific Societies of Laboratory Medicine to weave quality improvement into their relationships with associates, thus reappraising their missions and goals.

  20. Designing effective on-line continuing medical education.

    Science.gov (United States)

    Zimitat, Craig

    2001-03-01

    The Internet, and new information and communication technologies available through the Internet, provides medical educators with an opportunity to develop unique on-line learning environments with real potential to improve physicians' knowledge and effect change in their clinical practice. There are approximately 100 websites offering on-line CME courses in the USA alone. However, few of these CME courses appear to be based on sound educational principles or CME research and may have little chance of achieving the broader goals of CME. The majority of these courses closely resemble their traditional counterparts (e.g. paper-based books are now electronic books) and appear to be mere substitutions for old-technology CME resources. Whilst some CME providers add unique features of the Internet to enrich their websites, they do not employ strategies to optimize the learning opportunities afforded by this new technology. The adoption of adult learning principles, reflective practice and problem-based approaches can be used as a foundation for sound CME course design. In addition, knowledge of Internet technology and the learning opportunities it affords, together with strategies to maintain participation and new assessment paradigms, are all needed for developing online CME. We argue for an evidence-based and strategic approach to the development of on-line CME courses designed to enhance physician learning and facilitate change in clinical behaviour.

  1. Forensic veterinary pathology, today's situation and perspectives.

    Science.gov (United States)

    Ottinger, T; Rasmusson, B; Segerstad, C H A; Merck, M; Goot, F V D; Olsén, L; Gavier-Widén, D

    2014-11-08

    To investigate the current status of forensic veterinary pathology, a survey was composed directed at pathology laboratories and institutes, mostly in Europe. The questions included number of and type of cases, resources available, level of special training of the investigating pathologists and the general view on the current status and future of the discipline. The surveys were sent to 134 laboratories and were returned by 72 respondents of which 93 per cent work on forensic pathology cases. The results indicate scarcity of training opportunities and special education, and insufficient veterinary-specific reference data and information on forensic analyses. More cooperation with human forensic pathology was desired by many respondents, as was more interaction across country borders. British Veterinary Association.

  2. Information Security in Education: Are We Continually Improving?

    Directory of Open Access Journals (Sweden)

    Dennis Bialaszewski

    2015-06-01

    Full Text Available This paper will shed light on the lack of the development of appropriate monitoring systems in the field of education. Test banks can be easily purchased. Smart phones can take and share pictures of exams. A video of an exam given through Blackboard can easily be made. A survey to determine the extent of cheating using technology was given to several university students. Evidence is provided that shows security is lacking as evidenced by the number of students who have made use of technological advances to cheat on exams. The findings and conclusion may serve as evidence for administrators and policy makers to re-assess efforts being made to increase security in online testing.

  3. Career identity in the veterinary profession.

    Science.gov (United States)

    Page-Jones, S; Abbey, G

    2015-04-25

    This research investigates vet and vet nurse career identity through the qualitative methodology of narrative enquiry. It derives learning and understanding from these empirical data to assist the veterinary profession to adjust to the changing industry landscape. Through a case series of 20 vets and vet nurses' career stories, this paper seeks understanding about career identity and its impact on individuals and organisations in the light of industry consolidation. Findings suggest that career is central to identity for many veterinary professionals who tend to have a strong sense of self; this is particularly evident around self as learner and technically competent, teacher and educator, ethical and moral and dedicated and resilient. Consequently, mismatches between 'who I am' and 'what I do' tend not to lead to identity customisation (to fit self into role or organisation) but to the search for alternative, more identity-compatible employment. This study offers a valuable insight for employers, veterinary professionals and universities. It suggests that businesses can gain competitive advantage and employees achieve validation and enrichment by working towards organisational and individual identity congruence and that teaching veterinary professionals with contemporary business in mind may develop graduates with a more sustainable identity. British Veterinary Association.

  4. Veterinary Forensic Toxicology.

    Science.gov (United States)

    Gwaltney-Brant, S M

    2016-09-01

    Veterinary pathologists working in diagnostic laboratories are sometimes presented with cases involving animal poisonings that become the object of criminal or civil litigation. Forensic veterinary toxicology cases can include cases involving animal cruelty (malicious poisoning), regulatory issues (eg, contamination of the food supply), insurance litigation, or poisoning of wildlife. An understanding of the appropriate approach to these types of cases, including proper sample collection, handling, and transport, is essential so that chain of custody rules are followed and proper samples are obtained for toxicological analysis. Consultation with veterinary toxicologists at the diagnostic laboratory that will be processing the samples before, during, and after the forensic necropsy can help to ensure that the analytical tests performed are appropriate for the circumstances and findings surrounding the individual case. © The Author(s) 2016.

  5. Equine Medical Center Appoints Veterinary Advisory Board Members

    OpenAIRE

    Nadjar, Ann

    2003-01-01

    A Veterinary Advisory Board, comprised of Virginia- and Maryland-based equine practitioners, has been established to help the Marion duPont Scott Equine Medical Center continue its quest to provide excellence in equine healthcare for the region.

  6. World Association for the Advancement of Veterinary Parasitology (WAAVP): the 50th anniversary in 2013--history, achievements, and future perspectives.

    Science.gov (United States)

    Eckert, J

    2013-08-01

    In 2013 the World Association for the Advancement of Veterinary Parasitology (WAAVP) can celebrate its 50th anniversary. At this occasion in this article selected historical data are updated, and the achievements and future perspectives of the WAAVP are discussed. Although the WAAVP is a small association with only a few hundred members, it has been able to develop remarkable activities. Between 1963 and 2011 the WAAVP has organized 23 international scientific congresses, and the 24th conference will take place in Perth, Western Australia, in 2013. These conferences have achieved a high degree of international recognition as indicated by relatively large numbers of participants (up to ~800). Furthermore, the WAAVP has promoted veterinary parasitology in various ways, such as publishing international guidelines (efficacy evaluation of antiparasitic drugs, parasitological methods, standardized nomenclature of animal parasitic diseases "SNOAPAD"), stimulating international discussions on teaching and continued education ("colleges of veterinary parasitology") and by supporting the high quality journal "Veterinary Parasitology" which is the official organ of the WAAVP. In retrospect, the development of the WAAVP can be classified as very successful. New challenges associated with global changes (growth of the world population, urbanization, climate change, new developments in animal and plant production, etc.) will require new efforts in research in various fields, including veterinary parasitology. Future activities of WAAVP may include inter alia: (a) support of international parasitological networks; (b) stimulation of coordinated research aimed at the solution of defined problems; (c) increasing the exposure of WAAVP to parasitology from hitherto neglected regions of the world; (d) strengthening of official links to international organizations (FAO, WHO, etc.); (e) continuation of guideline preparation; and (d) preparation and international distribution of high

  7. Implementation of pesticide applicator certification schools and continuing education workshops : final report.

    Science.gov (United States)

    2014-12-11

    The Oklahoma Department of Transportations (ODOT) herbicide applicator training program consists of initial pesticide applicator training schools followed by independent Certification testing and then on-going yearly continuing education workshops...

  8. Theoretical of the precondition of construction of the concept of continuous ecological education

    Directory of Open Access Journals (Sweden)

    R V Oparin

    2010-09-01

    Full Text Available In given article the essence, structure, principles, the maintenance of the concept of continuous ecological education in Republic Altai are considered. The basic directions of realization of the concept and expected results are shown.

  9. A Brief History of Continuing Education in Nursing in the United States

    Science.gov (United States)

    Cooper, Signe S.

    1973-01-01

    Outlines the history of continuing education in nursing from the earliest activities sponsored by alumnae associations through its necessity as a condition for the relicensure of nurses and other health professionals. (Author/RK)

  10. Determinants of changes in nurses' behaviour after continuing education: a literature review.

    NARCIS (Netherlands)

    Francke, A.L.; Garssen, B.; Huijer Abu-Saad, H.

    1995-01-01

    Nursing continuing-education programmes may differ in the extent to which they affect nursing practice. Differences may be explained by characteristics of the participants' background, the programme itself, teacher(s), relationship between participants, relationship between participants and

  11. Cursos por videoconferencia Continuous Medical Education: videoconferencing courses

    Directory of Open Access Journals (Sweden)

    Jorge Picorel

    2010-04-01

    Full Text Available El Curso de Especialista en Diagnóstico por Imágenes persigue un doble objetivo: pedagógico y también que los residentes obtengan el puntaje exigido para rendir el examen de especialista ante los organismos que correspondan. Hasta 2009, la manera tradicional del dictado de las clases en Bahía Blanca fue la presencial; a partir de ese año, se adoptó la modalidad de la televideoconferencia. Los programas fueron los habituales de videoconferencia, como el Skype u OoVoo, y sistemas de envío electrónicos tipo Rapidshare. Este sistema solo requiere de dos notebook, un proyector multimedia, un monitor extra y conexión a Internet de banda ancha. Una vez que el disertante envía la clase habitualmente en Power Point o Flash, se la instala en la notebook que se proyectará por el multimedio. La notebook restante, que posee cámara, se posiciona de manera que la proyección sea vista por el disertante. También puede dictarse la clase mediante la opción de"compartir la pantalla", pero esto tiene como dificultad que el ancho de banda no sea el adecuado, lo que lentifica la proyección. Durante la conferencia, el expositor se muestra en la pantalla de un monitor más grande y, al finalizar la exposición se da lugar a preguntas. Se realizaron conferencias múltiples, por ejemplo, entre Bahía Blanca, Tucumán y España, habiendo podido interactuar todos. Esta modalidad se está perfeccionando para que el año próximo se integren las residencias del país que quieran aprender en conjunto, sin limitación geográfica. También los Cursos Superiores de la Sociedad Argentina de Radiología son parte del proyecto. La experiencia pasada fue muy enriquecedora pues permitió escuchar a docentes de primer nivel, tanto nacionales como extranjeros, con el consecuente ahorro de tiempo y dinero.The Imaging Specialist Course has two goals, one being educational and the other focused on the possibility that residents will get the level required to take the

  12. The need for continuing education of the prescriber.

    Science.gov (United States)

    Whitehead, M

    2000-12-01

    The Millennium will be seen as an important time of change in the doctor-patient relationship. Until very recently, many patients, male and female, expected not only advice from their doctor, but also to be told which treatment would be best for them. This paternalistic approach, however, is rapidly disappearing. Nowadays, early post-menopausal women expect to make decisions about their treatment, after being fully informed of all the possible benefits and risks. Provision for this requires the doctor to keep abreast of the literature. Occasionally, new data are released that challenge established beliefs. It was thought, for example, that hormone replacement therapy (HRT) would reduce the risk of coronary heart disease. This still applies to apparently fit and healthy women but data from the Heart and Estrogen/progestin Replacement Study (HERS) have shown that the use of HRT in women with established risk factors for coronary heart disease increases mortality in the short term. A protective effect of HRT on the risk of coronary heart disease was not observed until after 2-3 years of treatment. Patient access to medical information has been revolutionized during the last decade. The availability of books, magazines and newspaper articles, which have always been an important source of patient information, has greatly increased. In addition, the Internet has transformed patient knowledge. According to surveys, these forms of communication provide the major source of information for 50% of women seeking advice about HRT. Indeed, the patient is often aware of the latest medical information before her doctor, possibly because she has more time. With such a large readership, these forms of communication have to report accurately. Unfortunately, they frequently do not and errors in reporting change the emphasis of a piece of medical research. The result is women are frightened and continuance suffers. It is worth remembering that 'bad news', suitably publicized, sells

  13. [Effective didactic skills training for teachers in continuing medical education].

    Science.gov (United States)

    Hofer, M; Abanador, N; Mödder, U

    2005-09-01

    To develop, test, evaluate and implement effective state-of-the-art teacher training in didactic skills and methods. The training concept should be designed and beneficial for medical teachers' postgraduate medical education (CME). A 5-day workshop with 12 theoretical and 9 "hands-on" modules was designed and stepwise improved, according to the trainees' feedback. All trainees were trained in small groups (6 to 10 participants per workshop). The workshops consisted of mini-lectures, repeated micro teaching exercises and video-supported feedback concerning the following key-competencies: Communication of goals; methods to trigger interactivity; design of slides in power point presentations; effective feedback-techniques; and use of media, time-management, skills teaching, assessment methods (e. g. OSCE and others), evaluation and general presentation skills. The evaluation was based on two components: A) trainees' scores in two objective structured teaching exercises (OSTEs) at the beginning and end of workshop, with the ratings of 15 to 20 external observers checked for significant trends (Pearson's X2 test) in 17 given criteria for high teaching effectiveness; B) the trainees rated 20 teaching competencies in a retrospective "pre-post-analysis" (self-assessment questionnaire) at the end of each workshop and after 6 to 12 months later. The results revealed highly significant (p teaching methods turned out to be highly effective and can be attended by all medical teachers with different teaching backgrounds and specialties. The training has been certified for CME-credits by the Academy of the Physicians' State Association of North Rhine-Westphalia.

  14. The Continuing Benefits of Education: Adult Education and Midlife Cognitive Ability in the British 1946 Birth Cohort

    Science.gov (United States)

    Hatch, Stephani L.; Feinstein, Leon; Link, Bruce G.; Wadsworth, Michael E. J.; Richards, Marcus

    2007-01-01

    Objectives. Evidence shows education positively impacts cognitive ability. However, researchers have given little attention to the potential impact of adult education on cognitive ability, still malleable in midlife. The primary study aim was to examine whether there were continuing effects of education over the life course on midlife cognitive ability. Methods. This study used data from the Medical Research Council National Survey of Health and Development, also known as the British 1946 birth cohort, and multivariate regression to estimate the continuing effects of adult education on multiple measures of midlife cognitive ability. Results. Educational attainment completed by early adulthood was associated with all measures of cognitive ability in late midlife. The continued effect of education was apparent in the associations between adult education and higher verbal ability, verbal memory, and verbal fluency in late midlife. We found no association between adult education and mental speed and concentration. Discussion. Associations between adult education and midlife cognitive ability indicate wider benefits of education to health that may be important for social integration, well-being, and the delay of cognitive decline in later life. PMID:18079429

  15. A Developmental Process Analysis of Cross-Generational Continuity in Educational Attainment

    OpenAIRE

    Pettit, Gregory S.; YU, Tianyi; Dodge, Kenneth A.; Bates, John E.

    2009-01-01

    In this prospective longitudinal study (N = 585) we examined intergenerational links in level of educational attainment. Of particular interest was whether family background characteristics, parenting in early childhood and early adolescence, and school adjustment and performance in middle childhood accounted for (i.e., mediated) continuity and amplified or attenuated (i.e., moderated) continuity. Family background data, including mother education level, were collected when the children were ...

  16. Advocating for continuing nursing education in a pediatric hospital: the Prince Scholar and Sabbatical Programs.

    Science.gov (United States)

    Sperhac, A M; Goodwin, L D

    2000-01-01

    As nurses gain more experience, they often question the basis of nursing practice and want to find the most current and accepted methods of providing nursing care. Attending seminars, conferences, and continuing education programs is often difficult because of financial and staffing constraints. The authors describe the design and implementation of two funded programs--the Prince Scholars and Sabbatical Programs--that support continuing nursing education in a pediatric tertiary hospital.

  17. Sokoto Journal of Veterinary Sciences

    African Journals Online (AJOL)

    um chafe

    191-203. FACULTY OF VETERINARY MEDICINE. USMANU DANFODIYO UNIVERSITY. P.M.B. 2346, SOKOTO. NIGERIA. Sokoto Journal of Veterinary Sciences. ISSN 1595-093X. Nwanta et al. /Sokoto Journal of Veterinary Sciences (2008). 7(2): 42-45. Field trial of Malaysian thermostable Newcastle disease vaccine in.

  18. African Journals Online: Veterinary Science

    African Journals Online (AJOL)

    Items 1 - 15 of 15 ... ... of the Kenya Veterinary Association. It publishes original papers in English, within the whole field of animal science and veterinary medicine and those addressing legal and policy issues related to the veterinary profession. The journal accepts articles and reports in the areas of Anatomy and Histology, ...

  19. The relationship between employees’ continuing education and performance in Tehran’s teaching hospitals

    Directory of Open Access Journals (Sweden)

    Mohsen Ghobadi Tara

    2016-01-01

    Full Text Available Introduction: Continuing education and training of employees significantly affect a hospital’s performance and efficiency, and learning organizations usually exhibit higher efficiency. Hence, the objective of this study was to evaluate the correlation between the hospital employees’ continuing education and performance indicators in the teaching hospitals affiliated to Tehran’s Azad University. Method: A cross-sectional study was conducted in the teaching hospitals affiliated to Tehran’s Azad University in 2014. The subjects consisted of 70 professional hospital employees, including physicians, nurses, midwives and other personnel who had attended continuing education courses. A data collection form was used to collect the data. The data were analyzed with SPSSW-20 software. Pearson correlation coefficient was used at a significance level of 0.05. Results:The number of continuing education courses held for physicians and nurses was equal five courses, while fewer courses were held for the remaining personnel. There were significant associations between the employees’ continuing education and bed occupancy rate (p=0.009 and bed turnover interval (p=0.01. There was no significant association between the employees’ continuing education and hospital death rate (p=0.19. Conclusion: Training employees ultimately affects their performance in the hospital. Hence, a deeper insight into the significance of hospital training is needed for decision-making policy-makers and for hospitals’ executive managers to efficiently use the limited therapeutic resources and eventually achieve optimum effectiveness.

  20. Problem-based learning in continuing medical education: review of randomized controlled trials.

    Science.gov (United States)

    Al-Azri, Hilal; Ratnapalan, Savithiri

    2014-02-01

    To investigate the effects of problem-based learning (PBL) in continuing medical education. PubMed, MEDLINE, EMBASE, CINAHL, and ERIC databases were searched for randomized controlled trials published in English from January 2001 to May 2011 using key words problem-based learning, practice-based, self-directed, learner-centered, and active learning, combined with continuing medical education, continuing professional development, post professional, postgraduate, and adult learning. Randomized controlled trials that described the effects of PBL on knowledge enhancement, performance improvement, participants' satisfaction, or patients' health outcomes were selected for analysis. Fifteen studies were included in this review: 4 involved postgraduate trainee doctors, 10 involved practising physicians, and 1 had both groups. Online learning was used in 7 studies. Among postgraduate trainees PBL showed no significant differences in knowledge gain compared with lectures or non-case-based learning. In continuing education, PBL showed no significant difference in knowledge gain when compared with other methods. Several studies did not provide an educational intervention for the control group. Physician performance improvement showed an upward trend in groups participating in PBL, but no significant differences were noted in health outcomes. Online PBL is a useful method of delivering continuing medical education. There is limited evidence that PBL in continuing education would enhance physicians' performance or improve health outcomes.

  1. The Continuity of Care Experience in Australian midwifery education-What have we achieved?

    Science.gov (United States)

    Tierney, Olivia; Sweet, Linda; Houston, Don; Ebert, Lyn

    2017-06-01

    The Continuity of Care Experience is a mandated workplace based component of midwifery education in Australia. Since its inclusion in midwifery clinical education, the pedagogical approaches used across Australia have varied. The purpose of this integrative review is to determine the outcomes of the Continuity of Care Experience as an educational model. A search for relevant research literature was undertaken in 2015 using a range of databases and by examining relevant bibliographies. Articles published in English, which provided information about the outcomes of Continuity of Care Experiences for midwifery education were included. A total of 20 studies were selected. The included studies were primarily exploratory and descriptive. Studies reported the value that both students and women place on the relationship they developed. This relationship resulted in opportunities that enhanced student learning by providing a context in which clinical practice learning was optimized. Challenges identified included managing time and workload pressures for students in relation to the CCE, inconsistencies in academic use of the experience, and variations in how the healthcare system influences the continuity experience. No research was found that reports on the educational model in terms of defining learning objectives and assessment of outcomes. This represents an important omission in mandating this clinical practice model in midwifery curricula without sufficient guidance to unify and maximize learning for students. Research is required to explore the educational intent and assessment methods of the Continuity of Care Experience as an educational model. Copyright © 2016 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

  2. HOMEOPATHY IN VETERINARY MEDICINE

    Directory of Open Access Journals (Sweden)

    Jelena Šuran

    2012-07-01

    Full Text Available Homeopathy is an alternative medicine practice, which has been used for the past 200 years but, until now, scientific methods have not proven its effectiveness. The use of highly diluted natural substances based on the principal that similar heals similar is contrary to the scientific theories of the conventional medicine. In veterinary medicine homeopathic remedies are most frequently used for chronic conditions of small animals, but also their application in organic farming is increasing. Minimal number of clinical studies about the use of homeopathy in veterinary medicine has been published in scientific literature. The results of effectiveness are contradictory, which can be explained by being a consequence of different research methodologies. However, there is a significant inverse proportionality between the quality of research and results that approve of the use of homeopathy. In evidence based veterinary medicine scientific approach is fundamental for objective diagnostics and treatment prescription, and homeopathy is an excellent teaching model for possible methodological failures in scientific research. Key words: homeopathy, alternative medicine, evidence based veterinary medicine

  3. NIGERIAN VETERINARY JOURNAL

    African Journals Online (AJOL)

    ADEYEYE

    1Department of Veterinary Surgery and Radiology, Ahmadu Bello University Zaria; 2Department of Animal Health .... and Tucker, 2004). Even for animals for which direct observation of intraocular structures is possible, ultrasonography may be helpful for tumor identification, ..... determination of the size of eye prosthesis in.

  4. ,3. Nigerian Veterinary Journal

    African Journals Online (AJOL)

    Nigerian Veterinary Journal. Vol 34 pi res-sea. Epizootiologicul Survey of Bovine Brucellosis in. Nomadic Pastoral ... brucellosis in the pastoral herds of Niger State despite its high cattle population and no research has ..... Brucella abortus infection in Cattle in Chile. Archivos de Med.Veterin.. 27: 45-50. ROTH, F., ZINSSTAG ...

  5. Veterinary Replicon Vaccines

    NARCIS (Netherlands)

    Hikke, Mia C.; Pijlman, Gorben P.

    2017-01-01

    Vaccination is essential in livestock farming and in companion animal ownership. Nucleic acid vaccines based on DNA or RNA provide an elegant alternative to those classical veterinary vaccines that have performed suboptimally. Recent advances in terms of rational design, safety, and efficacy have

  6. . Nigerian Veterinary Journal

    African Journals Online (AJOL)

    leptospirosis. Case report. An 1 1 year old male Alsatian dog was presented to the Veterinary Teaching Hospital of the. University of lbadan (VTH-Ul) with a hist01y of anorexia, weakness and exercise intolerance of5 days duration. On clinical examination, the rectal temperature was normal andlung auscultation revealed a ...

  7. Zimbabwe Veterinary Journal

    African Journals Online (AJOL)

    Journal Homepage Image. Zimbabwe Veterinary Journal contains original and review papers on all aspects of animal health in Zimbabwe and SADC countries, including articles by non-veterinarians. This journal did not publish any issues between 2002 and 2015 but has been revived and and it actively accepting papers ...

  8. NIGERIAN VETERINARY JOURNAL

    African Journals Online (AJOL)

    ADEYEYE

    according to International guiding principles for biochemical research involving animals. (C. I .O. M .S .1985). Source of Trypanosomes. Trypanosoma brucei brucei (Federe strain) used for the study was obtained from donor rats maintained at the postgraduate laboratory of the Department of Veterinary. Microbiology and ...

  9. '*Nigerian Veterinary Journal

    African Journals Online (AJOL)

    '*Nigerian Veterinary Journal. ~. Vol35 (1)9~8· 955. ARTICLE. Prevalence of Aeromonas hydrophila. Isolates in cultured and Feral Clarias gariepinus of the Kainji Lake Area, Nigeria,. OMEJE, V.O.' and CHUKWU, C.C.. Aquaculture Programme. National Institute for Freshwater Fisheries Researcl1. PMB 6006, New Bussa, ...

  10. NIGERIAN VETERINARY JOURNAL

    African Journals Online (AJOL)

    ADEYEYE

    Although the safety profile of short term dexamethasone treatment has been established, there has been ... Although low-dose dexamethasone treatment has been used in veterinary and human clinics for many years and produced no severe ..... in women with polycystic ovarian syndrome (PcOS) (Keay et al., 2001).

  11. 50 Years: Veterinary Medicine.

    Science.gov (United States)

    Narlesky, Lynn

    1998-01-01

    Describes the history, research, teaching strategies, and specialties of the University of California at Davis School of Veterinary Medicine. Documents effects of changing societal attitudes toward wildlife, pets, working animals, and food animals on curriculum, the systems approach to disease, comparative genetics, biotechnology, the ecology of…

  12. NIGERIAN VETERINARY JOURNAL

    African Journals Online (AJOL)

    ADEYEYE

    prevalence of diseases and available veterinary services were noticed to be present in these communities. The draught animal survival ability rather ... labour in farming and transportation. (Chantalakhana and Bunyavejehewin, 1994) ..... spreading of these diseases such as. Babesiosis and Anaplasmosis to these animals.

  13. g Nigerian Veterinary Journal

    African Journals Online (AJOL)

    ovemight in a cool box. Serum was extracted using a plastic micropipette and transferred into sample bottles and was frozen until tested. Detection of antibodies to N DV. Antigen. Newcastle disease virus LaSota strain obtained from the National Veterinary Research Institute. (NVRI), Vom, was used as antigen for HI-test.

  14. NIGERIAN VETERINARY JOURNAL

    African Journals Online (AJOL)

    ADEYEYE

    Vet. J., June 2016. Vol. 37 (2): 82-87. ORIGINAL ARTICLE. Cystographic Evaluation Post Colocystoplasty in Two Nigerian. Indigenous Dogs. Muhammad S. T.*. 1 ., Awasum C. A.. 2 ... integrity/morphology of most internal body organs or system(s) of an individual, ..... Journal of Veterinary. Medicine and Animal Health, 7(1):.

  15. Nigerian Veterinary Journal

    African Journals Online (AJOL)

    En-Joy

    Lungworms of Small Ruminants Slaughtered in Restaurants of Ambo, Oromia Regional State, Ethiopia. 1. 1. 1. 2. GAROMSSA, T. , BERSISSA, K. , DINKA, A.* and ENDRIAS, Z. 1. 2. School of Veterinary Medicine, Addis Ababa University. Ambo University. *Corresponding author: dinka_ayana@yahoo.com. INTRODUCTION.

  16. NIGERIAN VETERINARY JOURNAL

    African Journals Online (AJOL)

    ADEYEYE

    NIGERIAN VETERINARY JOURNAL. ISSN 0331-3026. Nig. Vet. J., March 2016. Vol. 37 (1): 24-31. ORIGINAL ARTICLE. Occurrence of Klebsiella Species in Cultured African Catfish in Oyo. State, South-West Nigeria. Adeshina, I. 1. *; Abdrahman, S. A.. 2 and Yusuf, A. A.. 3. 1Department of Aquaculture and Fisheries, ...

  17. Nigerian Veterinary Journal

    African Journals Online (AJOL)

    SUMMARY. An audit of surgical antibiotic prophylaxis at the Veterinary Teaching Hospital, lbadan between 2008 and 2011 was conducted to evaluate the level of compliance with standard practices. The study involved retrospective case note audit of surgical procedures performed during the period. A total number of 108.

  18. Current approaches to veterinary school accreditation in Latin America.

    Science.gov (United States)

    Zarco, L

    2009-08-01

    This paper describes the development of veterinary school accreditation in Mexico and six South American countries. There is wide variation in the organisation of accreditation systems between countries, with different levels of involvement of national veterinary associations on the definition and/or operation of accreditation processes. There is also variation in the specificity of the standards used to evaluate veterinary education. In addition, the extent of implementation of accreditation mechanisms ranges from a country such as Mexico, where the first accreditation of a veterinary programme occurred more than ten years ago (there are now 15 accredited programmes), to countries such as Peru and Bolivia, which have not yet implemented an accreditation process for veterinary schools.

  19. [History of the Association of German Veterinary Officers].

    Science.gov (United States)

    Raack, C; Lessing, R

    2000-12-01

    This article gives a review over the beginning, the aims and the centres of gravidity of the association, which was founded on the 4th of January 1919 with the designation "German Veterinary Officers Association". The priority of its aims was the representation of the professional and commercial interests of the members before the background of the disarmament of the German Army, which was inforced by the victor nations. The federation supported the responsible veterinary officers of the Ministry of the "Reichswehr" in the matter of planing a new structure of the veterinary service of the "Reichswehr" in a very effective manner. In addition numerous members were represented in the sphere of commercial interests and public assistance. In 1936 the general meeting decided to dissolve the association, because there existed the danger, that the national socialistic leadership could forbid the membership of the active veterinary officers. In 1952 the federation was founded again and received the designation "Association of former Veterinary Officers and Members of the Veterinary Troops and their Survivors". One primary aim of the federation was the search of missing and killed members of the veterinary service of the "Wehrmacht". Further aims were the cultivation of comradship, the information and representation in the sphere of publical assistance of former professional veterinary officers and their survivors. Also the documentation of the history of the former army veterinary service was a task. In 1966 the veterinary officers of the "Bundeswehr" and the reservists received the possibility to become a member by a changing the statutes. At the same time the association was renamed in "Association of German Veterinary Officers". After temporary rising of the number of members it sank continuously at the end of the eighties. Because of the sinking of the rates of subscription, the general meeting decided on 12th May 2000 to dissolve the association.

  20. Continuous Linguistic Rhetorical Education as a Means of Optimizing Language Policy in Russian Multinational Regions

    Science.gov (United States)

    Vorozhbitova, Alexandra A.; Konovalova, Galina M.; Ogneva, Tatiana N.; Chekulaeva, Natalia Y.

    2017-01-01

    Drawing on the function of Russian as a state language the paper proposes a concept of continuous linguistic rhetorical (LR) education perceived as a means of optimizing language policy in Russian multinational regions. LR education as an innovative pedagogical system shapes a learner's readiness for self-projection as a strong linguistic…

  1. Measuring and Managing Variables for Continuing Education Programs in a University Setting: An Econometric Model.

    Science.gov (United States)

    Wolf, Jacke; Waldron, Mark W.

    An econometric model is suggested for managing continuing education units in Canadian universities. The value of such a model would be to unify the various factors that are often considered in fragments in traditional ways of studying the problems of such units. Many difficulties exist in using such a model to discuss educational management, but…

  2. Continuing education for pathology laboratory technologists: a needs analysis in a Singapore teaching hospital.

    Science.gov (United States)

    Tan, Kong-Bing; Thamboo, Thomas Paulraj; Lim, Yaw-Chyn

    2007-11-01

    Continuing education is important to laboratory technologists. It helps them keep pace with the advances in medicine and pathology and thus to provide quality service. A survey was conducted to assess the attitudes of pathology laboratory technologists towards different educational activities. Relevant continuing education activities include lectures, case discussions, journal clubs, short courses, scientific conferences and higher educational courses. Technologists were asked for their views on these various activities, scoring each item 1-5 out of 5. The response rate was 66% (19/29); respondents' work experience ranged from 20 years. Short courses was rated the most highly; 89% of respondents considered them good/excellent. General medical knowledge and the methods and rationale of key histopathology procedures were the preferred lecture topics. Most respondents (58%) were interested (4-5/5) to have their own journal club. 84% of respondents were fairly keen/keen (4-5/5) to participate in conferences. 74% responded that they were fairly keen/keen to consider pursuing higher education. 84% were fairly keen/keen to upgrade themselves and to assume higher responsibilities. The results indicate a positive outlook of technologists towards continuing education. The planning of future lecture topics has taken into account their preferences, and talks on the pursuit of higher education have been organised. It is hoped that these measures and others, will help boost the usefulness of continuing education and enhance the work environment.

  3. Measuring Continuing Medical Education Effectiveness and Its Ramification in a Community Hospital.

    Science.gov (United States)

    Pazirandeh, Mahmood

    2000-01-01

    Cholesterol measurements of 328 volunteers were taken before and after continuing medical education interventions (lectures and information dissemination to physicians, patient education). Although 50% reduced their serum cholesterol, the only practice change was an increase in physicians giving dietary instructions. (SK)

  4. Access to Interprofessional Continuing Education in Integrated Care through Digital Instructional Technology

    Science.gov (United States)

    Lapidos, Adrienne; Ruffolo, Mary

    2017-01-01

    In preparing the workforce for integrated care, continuing professional education serves a critical role. Within a rapidly changing health care landscape, matriculated students now benefit from pedagogical innovations supporting integrated care, particularly interprofessional education, and working professionals must not be excluded from this…

  5. Educating for the Real World: An Illustration of John Dewey's Principles of Continuity and Interaction

    Science.gov (United States)

    Bassey, Magnus O.

    2010-01-01

    The principles of interaction and continuity (intersection between experience and education) form a major part of John Dewey's philosophical discourse. According to Dewey, these principles determine the quality of educative experience for meaningful life-long learning. In this article, I argue that nowhere is the relationship between experience…

  6. International Partnership for Continuing Education and Training Expansion in the Baltic States.

    Science.gov (United States)

    Buligina, Ilze; Chivers, Geoff

    1999-01-01

    Latvia is striving to rebuild its socioeconomic system by strengthening continuing education and training in cooperation with British partners. The partnership has resulted in formation of international networks, comprehensive adult-education needs analysis, increased awareness of lifelong learning, modest European Community funding, and joint…

  7. Problem based learning in continuing medical education: a review of controlled evaluation studies

    NARCIS (Netherlands)

    Smits, P. B. A.; Verbeek, J. H. A. M.; de Buisonjé, C. D.

    2002-01-01

    Reviews of undergraduate medical education cautiously support the short term and long term outcomes of problem based learning compared with traditional learning. The effectiveness of problem based learning in continuing medical education, however, has not been reviewed. This review of controlled

  8. Redefining What It Means to Be a Teacher through Professional Standards: Implications for Continuing Teacher Education

    Science.gov (United States)

    Torrance, Deirdre; Forde, Christine

    2017-01-01

    This article connects with an international debate around the place of professional standards in educational policy targeted at enhancing teacher quality, with associated implications for continuing teacher education. Scotland provides a fertile context for discussion, having developed sets of professional standards in response to a recent…

  9. Improving Teaching and Learning in Engineering Education through a Continuous Assessment Process

    Science.gov (United States)

    Christoforou, A. P.; Yigit, A. S.

    2008-01-01

    This paper presents the effects of a continuous assessment process on mechanical engineering education at Kuwait University. This process has been in place for the last five academic years and is producing results. Efforts to educate faculty and students about the process are beginning to produce accurate and consistent measurements of student…

  10. Implementation and Outcomes of a Responsibility-Based Continuing Professional Development Protocol in Physical Education

    Science.gov (United States)

    Hemphill, Michael A.; Templin, Thomas J.; Wright, Paul M.

    2015-01-01

    Research in education and physical education has emphasized the need for continuing professional development (CPD) programs that are aligned with best practices. More specifically, scholars interested in teaching personal and social responsibility (TPSR) have emphasized the need to examine teachers' CPD. The purpose of this study was to provide a…

  11. Competence by Simulation: The Expert Nurse Continuing Education Experience Utilizing Simulation

    Science.gov (United States)

    Underwood, Douglas W.

    2013-01-01

    Registered nurses practice in an environment that involves complex healthcare issues requiring continuous learning and evaluation of cognitive and technical skills to ensure safe and quality patient care. The purpose of this basic qualitative study was to gain a better understanding of the continuing educational needs of the expert nurse. This…

  12. Using Dentistry as a Case Study to Examine Continuing Education and Its Impact on Practice

    Science.gov (United States)

    Bullock, Alison; Firmstone, Vickie; Frame, John; Thomas, Hywel

    2010-01-01

    Continuing education is a defining characteristic of work in the professions. Yet the approach various professional groups take to continuing professional development (CPD) differs widely in terms of regulatory frameworks and requirements, modes of delivery and funding. Importantly, little is understood about how CPD impacts on practice. This…

  13. Continuity and Discontinuity in Education: Example of Transition from Preschool to School

    Science.gov (United States)

    Babic, Nada

    2017-01-01

    This article reconsiders multiple perspectives about continuity and discontinuity of early childhood education. Theoretical starting points, childhood policies and research of continuity and discontinuity exemplified through transition to school, are promising in rethinking and creating productive practices of childhood in different sociocultural…

  14. ASVCP quality assurance guidelines: control of preanalytical and analytical factors for hematology for mammalian and nonmammalian species, hemostasis, and crossmatching in veterinary laboratories.

    Science.gov (United States)

    Vap, Linda M; Harr, Kendal E; Arnold, Jill E; Freeman, Kathleen P; Getzy, Karen; Lester, Sally; Friedrichs, Kristen R

    2012-03-01

    In December 2009, the American Society for Veterinary Clinical Pathology (ASVCP) Quality Assurance and Laboratory Standards committee published the updated and peer-reviewed ASVCP Quality Assurance Guidelines on the Society's website. These guidelines are intended for use by veterinary diagnostic laboratories and veterinary research laboratories that are not covered by the US Food and Drug Administration Good Laboratory Practice standards (Code of Federal Regulations Title 21, Chapter 58). The guidelines have been divided into 3 reports: (1) general analytical factors for veterinary laboratory performance and comparisons; (2) hematology, hemostasis, and crossmatching; and (3) clinical chemistry, cytology, and urinalysis. This particular report is one of 3 reports and provides recommendations for control of preanalytical and analytical factors related to hematology for mammalian and nonmammalian species, hemostasis testing, and crossmatching and is adapted from sections 1.1 and 2.3 (mammalian hematology), 1.2 and 2.4 (nonmammalian hematology), 1.5 and 2.7 (hemostasis testing), and 1.6 and 2.8 (crossmatching) of the complete guidelines. These guidelines are not intended to be all-inclusive; rather, they provide minimal guidelines for quality assurance and quality control for veterinary laboratory testing and a basis for laboratories to assess their current practices, determine areas for improvement, and guide continuing professional development and education efforts. © 2012 American Society for Veterinary Clinical Pathology.

  15. Comparison of dental licensure, specialization and continuing education in five countries.

    Science.gov (United States)

    Schleyer, Titus; Eaton, Kenneth A; Mock, David; Barac'h, Victoire

    2002-11-01

    Dental practice and education are becoming more globalized. Greater practitioner and patient mobility, the free flow of information, increasingly global standards of care and new legal and economic frameworks (such as European Union [EU] legislation) are forcing a review of dental licensure, specialization and continuing education systems. The objective of this study was to compare these systems in Canada, France, Germany, the UK and the US. Representatives from the five countries completed a 29-item questionnaire, and the information was collated and summarized qualitatively. Statutory bodies are responsible for licensing and re-licensing in all countries. In the two North American countries, this responsibility rests with individual states, and in Europe, with the countries themselves, mainly governed by the legal framework of the EU. In some countries, re-licensure requires completion of continuing education credits. Approaches to dental specialization tend to differ widely with regard to definition of specialities, course and duration of training, training facilities, and accreditation of training programmes. In most countries, continuing education is provided by a number of different entities, such as universities, dental associations, companies, institutes and private individuals. Accreditation and recognition of continuing education is primarily process-driven, not outcome-orientated. Working towards a global infrastructure for dental licensing, specialization and continuing education depends on a thorough understanding of the international commonalities and differences identified in this article.

  16. The Participants' viewpoint of continuing medical education courses of Shahre-Kord Medical University

    Directory of Open Access Journals (Sweden)

    Khadlvi R

    2003-04-01

    Full Text Available Background: Continuing education is one of the most effective methods to empower the employees for challenges they face on their jobs. Dramatic advances in medicine, rapid cultural and social changes, increasing cost of health care, development of diagnostic technology and a transition in the pattern of diseases, highlight the necessity of continuing education in all medical groups. Purpose: To evaluate the effectiveness of continuing medical education (CME programs in Shahr-Kord Medical Universityfrom 1996-2001. Methods: This cross-sectional study is based on the questionnaires available in Continuing Education Office, which werefilled by the participants in CMEprograms. Results: In the past five years, 44 CMEprograms were conducted in this university (18planned program programs, 13 seminars, 6 conferences, 5 workshops, and 2 symposiums. Symposiums and workshops were the most appreciated programs. Of 3357participants, 1712 (50.9%filled the questionnaire. Of these participants, 73% believed that CME programs have strengthened their previous knowledge, 64% noted that the contents of theseprograms were consistent with their job needs and 61% believed that CME programs have encouraged professional self-study. Despite the improvement of Shahr-Kord Medical University ranking among 8 peer universities, the participants' satisfaction had a declining trend. Conclusion: Providing up-to-date scientific and practical information and considering adult learning theory, especially performing need assessment before conducting educational programs, will improve the quality of CME programs. Keywords: CONTINUING MEDICAL EDUCATION, EVALUATION

  17. Association of American Veterinary Medical Colleges (AAVMC): 50 Years of History and Service.

    Science.gov (United States)

    Maccabe, Andrew T; Crawford, Lester; Heider, Lawrence E; Hooper, Billy; Mann, Curt J; Pappaioanou, Marguerite

    2015-01-01

    The mission of the Association of American Veterinary Medical Colleges (AAVMC) is to advance the quality of academic veterinary medicine. Founded in 1966 by the 18 US colleges of veterinary medicine and 3 Canadian colleges of veterinary medicine then in existence, the AAVMC is celebrating 50 years of public service. Initially, the AAVMC comprised the Council of Deans, the Council of Educators, and the Council of Chairs. In 1984, the tri-cameral structure was abandoned and a new governing structure with a board of directors was created. In 1997, the AAVMC was incorporated in Washington, DC and a common application service was created. Matters such as workforce issues and the cost of veterinary medical education have persisted for decades. The AAVMC is a champion of diversity in the veterinary profession and a strong advocate for One Health. The AAVMC has adopted a global perspective as more international colleges of veterinary medicine have earned COE accreditation and become members.

  18. Updates in the American Heart Association guidelines for cardiopulmonary resuscitation and potential applications to veterinary patients.

    Science.gov (United States)

    Maton, Barbara L; Smarick, Sean D

    2012-04-01

    To review the updates in the American Heart Association (AHA) guidelines for cardiopulmonary resuscitation (CPR) and identify potential applications to veterinary patients. Cardiopulmonary arrest is common in veterinary emergency and critical care, and consensus guidelines are lacking. Human resuscitation guidelines are continually evolving as new clinical and experimental studies support updated recommendations. Synthesis of human, experimental animal model, and veterinary literature support the potential for updates and advancement in veterinary CPR practices. This review serves to highlight updates in the AHA guidelines for CPR and evaluate their application to small animal veterinary patients. Interventions identified will be evaluated for trans-species potential, raise questions regarding best resuscitation recommendations, and offer opportunities for further research to continue to advance veterinary CPR. The prognosis for any patient undergoing cardiopulmonary arrest remains guarded. © Veterinary Emergency and Critical Care Society 2012.

  19. Study on the continuing education innovative talents training mode of civil engineering major

    Science.gov (United States)

    Sun, Shengnan; Su, Zhibin; Cui, Shicai

    2017-12-01

    According to the characteristics of civil engineering professional continuing education, continuing education of innovative talents training mode suitable for the characteristics of our school is put forward in this paper. The characteristics of the model include: the education of professional basic courses and specialized courses should be paid attention to; engineering training should be strengthened and engineering quality should be trained; the concept of large civil engineering should be highlighted, the specialized areas should be broadened, and the curriculum system should be reconstructed; the mechanism of personnel training program should be constructed by the employers, the domestic highlevel institutions and our university. It is hoped that the new training model will promote the development of continuing education of civil engineering specialty in our university.

  20. New directions for veterinary technology.

    Science.gov (United States)

    Chadderdon, Linda M; Lloyd, James W; Pazak, Helene E

    2014-01-01

    Veterinary technology has generally established itself well in companion-animal and mixed-animal veterinary medical practice, but the career's growth trajectory is uncertain. Michigan State University (MSU) convened a national conference, "Creating the Future of Veterinary Technology-A National Dialogue," in November 2011 to explore ways to elevate the veterinary technician/technologist's role in the veterinary medical profession and to identify new directions in which the career could expand. Veterinary technicians/technologists might advance their place in private practice by not only improving their clinical skills, but by also focusing on areas such as practice management, leadership training, business training, conflict resolution, information technology, and marketing/communications. Some new employment settings for veterinary technicians/technologists include more participation within laboratory animal medicine and research, the rural farm industry, regulatory medicine, and shelter medicine. Achieving these ends would call for new training options beyond the current 2-year and 4-year degree programs. Participants suggested specialty training programs, hybrid programs of various types, online programs, veterinary technician residency programs of 12-18 months, and more integration of veterinary technician/technology students and veterinary medicine students at colleges of veterinary medicine.