Introducing the theme--continuing veterinary medical education: where are we?
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Animals↗
Biomedical subjects
Dale A Moore
Publications and source records attributed to Dale A Moore.
Mandatory continuing veterinary education requirements in the United States and Canada.
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Animals↗
Evaluating the stages of veterinary practitioner learning for continuing education needs assessment and program evaluation.
RATIONALE FOR THE STUDY: Recent behavioral change theory suggests that individuals go through stages of readiness for change. This theory has been applied to continuing medical education as a four stage theory of physician learning. The purpose of this project was to test a method that used the four-stage learning theory to evaluate differences between continuing veterinary medical education (CVME) program attendees and non-attendees and to evaluate movement from one stage to another after a continuing education activity. METHODS: A survey using eight clinical scenarios was used to elucidate the stage of learning of dairy practitioner participants before and after a CVME course and of non-participating dairy practitioners. Differences in response rates before and after the course and between participants and non-participants were analyzed using chi-square contingency table analysis. RESULTS: Responses to six of the eight scenarios were different between participants and non-participants (p < 0.10). Attendees were more likely to report needing to update to solve the specific problems. Depending on the scenario, participants changed their responses after completing the continuing education course (range 31-81% change). CONCLUSIONS: The four stage theory of learning can be used for continuing education needs assessment, for understanding program participation, and for program evaluation. A continuing education activity can move practitioners from one stage of learning to another.
Animals↗
Using clinical audits to identify practitioner learning needs.
Clinical audits are used in medicine to monitor practice performance, provide practice feedback, and identify learning needs. Although relatively new to veterinary practice, they hold promise as personal learning needs assessment tools. Continuing veterinary medical education providers are in a unique position to assist practitioners in the design, implementation, and evaluation of clinical audits. This paper discusses the types, the interpretation, and the potential uses of data from clinical audits in the veterinary setting and links audits to continuing veterinary medical education.
Animals↗
Influence of arrival weight, season and calf supplier on survival in Holstein beef calves on a calf ranch in California, USA.
On a yearly basis, large calf ranches rear thousands of neonatal cattle for replacement heifers, veal or dairy beef. Dairy beef ranches obtain bull-calves from multiple sources and with questionable colostrum intake histories. Such ranches accumulate large amounts of data that could be used to help them with calf purchasing and on-farm management practices to avoid losses. Our purpose was to describe some calf purchase factors associated with mortality in neonatal calves raised on a single large calf ranch. Computerized records describing 120,197 bull-calves purchased between January 1997 and November 1998 were used in a survival analysis. Risk factors for mortality within the first 4 weeks after arrival on the ranch included body weight on arrival, month of arrival, and the calf supplier. The strength of the effects was conditional on the week after arrival to the ranch.
Animal Husbandry↗
Using focus groups for continuing veterinary medical education needs assessment and program planning.
Needs assessments are essential to educational program development. Methods of needs assessment include environmental scans, surveys, and focus groups. Focus groups are valuable and acceptable tools to identify learner needs. The method is a qualitative research technique that is most useful to identify the range of opinions or ideas on a topic. The purposes of this paper are to explore the literature in focus groups for continuing education research, to provide information on the reasons and methods to conduct focus groups, and to present findings of participants' views of the focus group process.
Education, Veterinary↗
Teaching implications of different educational theories and approaches.
Educational theory can and should form the basis for teaching in veterinary medicine. Nevertheless, formal training for teachers in veterinary medicine is uncommon and rarely includes study of different educational theories or perspectives, leaving educators to rely on informal or "hidden" educational constructs to guide them in their everyday teaching. Using a modified case-based format, we present critiques of a hypothetical teaching scenario from four different educational viewpoints: behaviorist, cognitive, social learning, and inspired teaching approaches. The importance and utility of formal educational theory in faculty development is discussed.
Education, Veterinary↗