InVeST Proceedings 2017
Permanent URI for this collectionhttp://hdl.handle.net/2263/60797
Proceedings of the 5th International Veterinary Simulation in Teaching Conference held by the Faculty of Veterinary Science, University of Pretoria, 10-12 April 2017, Intundla Conference Venue, Pretoria, South Africa.
News
For inquiries regarding this collection or items in the collection, please contact Dr E. Scheepers
Browse
Recent Submissions
Now showing 1 - 20 of 26
Item InVeST proceedings, 10-12 April 2017(Pretoria : University of Pretoria, Faculty of Veterinary Science, 2017) International Veterinary Simulation in Teaching Conference (5th : 2017 : Pretoria, South Africa); University of Pretoria. Faculty of Veterinary ScienceThe proceedings includes the following aspects of the InVeSt 2017 Conference: Welcome and general information, a short biography of the keynote speakers, details about the workshops and the scientific program. Abstracts of the oral presentations are divided in the following sessions: Oral Presentations Session 1 - Skills and Simulation / Assessment -- Oral Presentations Session 2 – E-learning -- Oral Presentations Session 3 – Skills and Simulation -- Oral Presentations Session 4 – Teaching Methods / Communication. An index of oral presentations, keynote addresses and workshops are also included.Item Tips and tricks for equine emergency scenario simulation in pre-clinical student training(Pretoria : University of Pretoria, Faculty of Veterinary Science, 2017) Whitehead, Ashley; International Veterinary Simulation in Teaching Conference (5th : 2017 : Pretoria, South Africa); University of Calgary. Faculty of Veterinary MedicineEmergency and disaster management simulation is a frequently used teaching tool in human medical, volunteer and emergency responder training and is becoming more common in veterinary medicine. At the University of Calgary, an equine emergency scenario simulation has been a part of the second year curriculum since the inception of the school ten years ago. Students at this stage in their veterinary training have limited clinical and technical skills. The scenarios therefore encourage problem solving, leadership, teamwork and deliberate communication, without the need for significant clinical experience. Scenarios are designed to simulate a common equine emergency such as a trailer accident, barbed-wire entrapment or a barn fire. The simulations have grown over time but remain fairly simple to set-up and deliver and are low cost after the initial horse model investment. Students are pre-briefed with basic information about the scene and the available resources. During a simulation, students interact with a simulated horse owner, life-sized horse model, live horses, the “media”, and depending on availability, a local police or fire department community outreach officer. A simulated vet box with medical supplies, drugs, medication formulary and equipment is supplied, along with a faculty member who acts as a “phone a friend”, that can answer specific medical questions. Throughout the simulation a smartphone is used to record the student activities, which are then discussed in detail during a debrief session using the acquired photographs. Topics discussed during debriefing also including triage basics, safety, incident command protocols, ethical considerations, legal implications and insurance and liability.Item Beyond the physical skills station : student usage of clinical skills demonstration videos in veterinary clinical skills teaching(Pretoria : University of Pretoria, Faculty of Veterinary Science, 2017) Wager, Catherine J.; Brearley, Jackie C.; Allen, L. Clare V.; International Veterinary Simulation in Teaching Conference (5th : 2017 : Pretoria, South Africa); University of Cambridge. Dept. of Veterinary MedicineAs part of a project to explore outcomes when students have access to a blended learning approach to clinical skills provision, the Pauline Brown Clinical Skills Centre at the Department of Veterinary Medicine, University of Cambridge, produced an online library of clinical skills demonstration videos. These videos complement the illustrated skill instruction booklets which accompany each physical skills station and can be accessed via Quick Response (QR) codes; they are also available remotely through the University virtual learning environment. This allows students off-site access, for example when completing Extra Mural Studies (EMS) rotations with veterinary practitioners. Use of the videos by three academic years of students was evaluated through viewing statistics and an online survey, focusing on how, when and where the videos were accessed, and student attitudes to this aspect of clinical skills provision. Students reported that they may watch the same video multiple times, as both an adjunct to practical teaching sessions and an aid during self-directed skills rehearsal. The videos were also valued as assisting with preparation for both practical assessments and EMS. Students viewed this method of learning clinical skills as an enjoyable and useful enhancement of their learning experience and would like the existing library to be expanded. These findings therefore support continuing development of clinical skills demonstration videos within the Department of Veterinary Medicine and are also consistent with conclusions drawn from the existing medical and veterinary literature on the use of videos in clinical skills teaching(*1, *2). References: *1. Roshier, A. L., Foster, N. and Jones, M. A., 2011. Veterinary students’ usage and perception of video teaching resources. British Medical Education, 2011, 11 (1). *2. Forbes, H., Oprescu, F. I., Downer, T., Phillips, N. M., McTier, L., Lord, B., Barr, N., Alla, K., Bright, P., Dayton, J., Simbag, V. and Visser, I., 2016. Use of videos to support teaching and learning of clinical skills in nursing education: A review. Nurse Education Today, 42, pp.53-56.Item Virtual canine lameness : the development of a training tool(Pretoria : University of Pretoria, Faculty of Veterinary Science, 2017) Trace, C.; Gomez Alvarez, C.B.; Humphries, A.; Starke, S.; International Veterinary Simulation in Teaching Conference (5th : 2017 : Pretoria, South Africa); University of Surrey. School of Veterinary MedicineLameness is commonly encountered in veterinary practice, however precise visual lameness detection requires experience. This skill is challenging to teach: exposure of students to many patients is needed to learn the necessary perceptual skills; however patients might not be readily available. Video recordings of patients can be useful, but depend on the quality of recording and variety of cases available. They are limited to two dimensional views which don’t fully replicate a real-life three dimensional examination. Following on the success of an equine lameness training tool (www.lamenesstrainer.com) developed at the Royal Veterinary College; a 3D virtual canine lameness tool is being developed to teach students to reliably recognize canine lameness. We collected 3D motion capture data from 10 non-lame Labrador retrievers at walk and trot on a treadmill. Data were captured using eight Oqus7 cameras (Qualisys, Sweden). The movement of these dogs was recorded based on 32 reflective markers positioned over key anatomical locations. Marker positions for twenty steady strides for one dog were averaged to drive the skeleton movement of a matching 3D dog model in Autodesk MotionBuilder. The final clips were rendered to show a realistic-looking shaded wireframe of the dog model at normal walk and trot. Varying types and degrees of lameness were then introduced to this animation based on previous kinematic studies. Next stages of work will involve the inclusion of this model in a tool to enable it to be used for veterinary education; once validated it will be released as an Open Educational Resource.Item The impact of model fidelity on acquisition of abdominal incision closure skills in novice veterinary students(Pretoria : University of Pretoria, Faculty of Veterinary Science, 2017) Williamson, J.; Brisson, B.; Skowron, C.; Farrell, R.; Anderson, S.; Spangler, D.; International Veterinary Simulation in Teaching Conference (5th : 2017 : Pretoria, South Africa); Lincoln Memorial University. College of Veterinary Medicine; Ontario Veterinary College; Ross University. School of Veterinary MedicineVeterinary surgical simulation can be used to increase student competency prior to live animal surgery. Abdominal surgeries are common, so the ability to perform a three-layer abdominal incision closure is critical. This study compared one lower-fidelity (LF) model made of foam and fabric, and one higherfidelity (HF) model made of poured silicone, for teaching novice veterinary students this task. Veterinarians (n=10) evaluated both models. Students (n=38) were randomly assigned to LF and HF groups. They participated in four three-hour teaching sessions using their model and completed a model evaluation survey. Students were recorded performing three-layer closure on a canine cadaver before and after their training. Blinded raters scored the recordings, using a task-specific rubric. Veterinarians believed both models were suitable for training and assessment (median ‘agree’, 5-point Likert scale, both models). Students reported that both models were not helpful for learning the task (median ‘disagree’, both models), but student improvement scores, calculated by subtracting each student’s pre-test score from the post-test score, were positive values for 78% of LF and 95% of HF students (p=0.12). Improvement scores were statistically higher for the HF group (M=7.9) than for the LF group (M=4.1, p=0.04). This suggests that even for novice students, an increase in model fidelity may improve learning outcomes for three-layer incision closure. Selecting the most appropriate model for teaching remains a multifactorial decision.Item Development of a diagnostic intradermal tuberculin test model for bovine tuberculosis(Pretoria : University of Pretoria, Faculty of Veterinary Science, 2017) International Veterinary Simulation in Teaching Conference (5th : 2017 : Pretoria, South Africa); University of Pretoria. Faculty of Veterinary Science; Michel, Anita Luise; Annandale, Annett; Kok, LiezlBovine tuberculosis caused by Mycobacterium bovis, is a chronic debilitating disease of mostly domestic cattle with infections reported in a wide range of domestic and wild animal species and also in humans. Due to its trade and public health implications, bovine tuberculosis is a controlled disease in many countries. The prescribed diagnostic test is the intradermal tuberculin test (skin test) which involves the evaluation of the host’s hypersensitivity reaction 72 hours after the intradermal injection of purified derivatives of mycobacterial proteins (bovine and avian tuberculin). Interpretation of skin test reactions is based on measuring the increase in skin thickness, as well as the subjective evaluation of any clinical signs observed such as edema and necrosis. The quality of the test outcome is highly dependent on the operator’s skills and experience in performing this test. Practical training of veterinary students in the correct execution and interpretation of the skin test is therefore a critical Day 1 competency. Live animal training for intradermal tuberculin testing is limited and no skin test models are commercially available. Therefore, bovine skin models made of dragon skin and platinum-cure silicon placed on aluminum clipper frames measuring 20x30cm and covered with artificial hair were developed. Each of the five models represents a different common test outcome: edema, diffuse or circumscribed swellings, necrosis and adhesion of the skin. The models are used to evaluate the different skin reactions by palpation, measuring skin thickness, and visual evaluation. A step-by-step manual is available to guide students through the procedure and interpretation of the skin reactions.Item Participation in a surgical simulation review program improves performance in the live animal surgery lab(Pretoria : University of Pretoria, Faculty of Veterinary Science, 2017) Shettko, D.; Hendrickson, D.; International Veterinary Simulation in Teaching Conference (5th : 2017 : Pretoria, South Africa); Colorado State University. College of Veterinary Medicine and Biomedical SciencesSimulation provides the opportunity for the acquisition and continued practice of surgical skills. Veterinary students need to build a foundation of basic surgical skills before carrying out procedures on live animals. The goal of the study was to determine if participation in a surgical skills simulation program would improve the performance of third year veterinary student’s surgical skills compared to traditional live animal surgery laboratory training. Eighteen third year veterinary students were randomized to either the traditional training or the simulation program. The simulation program was conducted one week prior to the live animal surgery laboratory. The skills practiced included the procedural and technical skills of surgical incision, tissue/instrument handling, simple continuous suturing and knot tying. Each student performance was evaluated with a procedural checklist, global assessment and a combination of both evaluation tools. The performance checklist, global assessment and the combination of both tools were assessed comparing the means with ANOVA and T test with significance of a p value of 0.05. For the procedural checklist statistical significance was found for incisional technique (p<0.10), use of the instruments (p<0.049), suturing procedure (p<0.011) and suture technique (p<0.014). The global assessment analysis found statistical significance for tissue handling (p<0.001), instrument handling (p<0.009), use of an assistant (p<0.044) and the combination of the global assessment and procedural checklist (p<0.008). Participation in the simulation program improved the students’ performance in the live surgery laboratory. The advantages included the opportunity for repetitive and deliberate practice, participatory learning and the immediate correction of errors.Item Using simulation models to teach surgical skills in developing countries(Pretoria : University of Pretoria, Faculty of Veterinary Science, 2017) Shettko, D.; Ramer, J.; International Veterinary Simulation in Teaching Conference (5th : 2017 : Pretoria, South Africa); Colorado State University. College of Veterinary Medicine and Biomedical SciencesIn many developing countries the opportunity for learning or practicing surgical skills is limited. Simulation provides the opportunity for both veterinary students and veterinarians to learn and practice the required skills such as suturing, knot tying, instrument handling and tissue manipulation. A surgical skill curriculum has been developed around the use of suture models that provide texture, blood vessels that require hemostasis and tissues that mimic the holding strength of skin. To highlight the use of simulation models to teach surgical skills, a specially designed curriculum was conducted for the veterinarians of the Mountain Gorilla Veterinary Project. To be able to coordinate a surgical skills curriculum in developing countries it was important to have a contact person on site, conduct a needs assessment to identify the surgical skill expertise of the veterinarians and to tailor the content to those specific needs. Realistic models that provide the opportunity for practicing the skills while in the course and continued practicing at home, optimized learning. Assessments using a skills checklist and immediate feedback was crucial for the participants learning of the skills. An exit interview provided the information that participation in the program improved both the cognitive and technical surgical skill proficiency of the participants. Success of the program included targeting the content to the needs of the participants, the ability for repetition of the surgical skills, hands on practice and the opportunity to take the surgical skills model home. It was therefore concluded that simulation models can be used to teach surgical skills in developing countries.Item Panoramic video telepresence provides immersive virtual reality to enhance and extend student learning experience(Pretoria : University of Pretoria, Faculty of Veterinary Science, 2017) Reichel, Michael P.; Shaw, Jeffrey; Kenderdine, Sarah; International Veterinary Simulation in Teaching Conference (5th : 2017 : Pretoria, South Africa); City University of Hong Kong. School of Veterinary Medicine; Cornell University. College of Veterinary MedicineCity University of Hong Kong has established a veterinary school that strives to be a regional leader in quality veterinary education. Internationally accreditation requires the school to address all the major livestock species in its animal husbandry and clinical teaching. Providing that experience in the built-up urban area of a major Asian metropolis is challenging and virtual experiences will be drawn upon to extend and enhance students’ experiences. The advantage of virtual experiences is that they are predictable and repeatable, and can be sourced from all corners of the globe, allowing the students based in a major Asian city to experience farm life in Australia, New Zealand, Europe and the United States. Sheep and cattle, pig and poultry (as well as abattoirs) operations can be virtually experienced. The School of Creative Media at City University of Hong Kong is a world leader in the innovation of cultural and educational applications of virtual and augmented reality. It has developed a 360-degrees projection environment which, when combined with a proprietary system for panoramic digital video recording, is able to create compelling real world scale immersive experiences. These techniques are eminently suited to high fidelity 360-degree recordings of farm life at different locations in the world, enabling students in Hong Kong to have a tele present sense of being there. The 10-meter diameter projection arena provides for our expected thirty students at a time to be completely immersed in these situations and have the most direct teaching and learning experience possible in virtual reality.Item The effect of Bloom's taxonomy level and other factors on the performance of final year veterinary students in theoretical assessment(Pretoria : University of Pretoria, Faculty of Veterinary Science, 2017) International Veterinary Simulation in Teaching Conference (5th : 2017 : Pretoria, South Africa); University of Pretoria. Dept. for Education Innovation; University of Pretoria. Faculty of Veterinary Science; Mostert, El-Marie; Holm, Dietmar ErikObjective computer-based assessment was used for the final comprehensive theoretical day one competency examination of veterinary students at the University of Pretoria. This examination consisted of different question types in 11 veterinary disciplines across 6 domestic animal species. Questions were scrutinised by an expert panel. The questions were also categorised according to the six levels of Bloom’s revised taxonomy. Questions from all the cognitive levels were included in each discipline, to confirm that the students’ competence was assessed with the emphasis on application of information and higher order thinking skills (levels 3-6). With retrospective quality assurance, difficulty score was determined as the mean score achieved by students for each question. Discrimination score was determined (for single choice questions only) as the high-low discrimination ability of the question using Questionmark Perception. In the examination of November 2016 (215 questions and completed by 125 students), Bloom’s level 1 to 6 represented 11%, 27%, 29%, 23%, 7% and 3% respectively. Short answer-, single choice-, multiple response- and matching type questions represented 19%, 38%, 35% and 8% respectively of the maximum score for the examination. Data were entered into a statistical analysis programme (NCSS 2007, NCSS, Kaysville, UT, USA). Following descriptive statistics to determine univariable associations, multiple regression analysis was performed to establish the independent predictors (P < 0.05) of difficulty and discrimination score of questions. The difficulty score (mean 0.61; SD 0.26) and discrimination score (mean 0.23; SD 0.16) of single choice questions were negatively correlated; however this association was not significant (P=0.18). Question type, Bloom’s level and discipline, but neither species nor maximum score of the question, were independently associated with difficulty scores of all questions (P<0.05). It was concluded that balance between different disciplines and species represented in final year veterinary examinations can be improved by changing the weighting of different Bloom’s levels or question types in species and/or discipline categories.Item Objective assessment of practical skills in finalist veterinary students(Pretoria : University of Pretoria, Faculty of Veterinary Science, 2017) International Veterinary Simulation in Teaching Conference (5th : 2017 : Pretoria, South Africa); University of Pretoria. Faculty of Veterinary Science; University of Pretoria. Dept. for Education Innovation; Holm, Dietmar Erik; Mostert, El-MarieObjective Structured Clinical Examinations (OSCEs) were used to assess practical skills as part of the final examination of veterinary students at the University of Pretoria. A list of 40 practical skills to be assessed was set up by the examination committee in consultation with two external moderators. Examiner training on skills assessment was provided in workshops, following which rubrics for OSCEs were developed through a four-stage revision process. Ten OSCEs were assigned to each of four discipline-based panels, and made available to students two months before the examination. Students were randomly allocated to an examination order in pairs, who then drew cards so that each student attended two panels: either Small Animals or Equines, and either Production Animals or Pathology and Veterinary Public Health. Students who failed one panel were offered an ancillary examination in that panel. Grades for the OSCEs were calculated as the proportion of correctly marked steps adjusted according to the subjective global rating score of the examiner and a critical error penalty. Theoretical knowledge was assessed separately, using Computer-Based Assessment. A total of 276 panels were examined with 20 failures and a mean grade of 85.5% (95% CI 83.3% - 87.6%), independent of whether it was a student’s first, second or ancillary panel (P > 0.37). Subjective examiner scores significantly decreased grades in all panels except Pathology and VPH where subjective scores were higher than in all other panels (P < 0.01), whereas objective scores were only higher than the Production Animal and Small Animal panels. Practical examination grades were not correlated with CBA grades (coefficient 0.08, P = 0.38). It was concluded that a range of practical skills can be assessed accurately and independently of theoretical knowledge using only two OSCE panels per student.Item Implementation of an E-learning teaching module supports active learning and improves understanding of the regulation of estrous cycle in domestic species(Pretoria : University of Pretoria, Faculty of Veterinary Science, 2017) Jonker, F.H.; Bethlehem, R.; Vos, P.L.A.M.; De Gier, J.; Claes, A.N.J.; Jansen, A.E.; Van Haeften, T.; International Veterinary Simulation in Teaching Conference (5th : 2017 : Pretoria, South Africa); Utrecht University. Faculty of Veterinary MedicineVeterinary students often struggle to understand reproductive physiology, due to the large variation between species regarding regulation of estrous cycles. An interactive on-line module on the comparative biology of the estrous cycle of the cow, sow, mare, bitch and queen was developed for pre-graduate veterinary students. The aim of this e-learning module was to improve the students’ knowledge by providing insight into hormonal changes during the estrous cycle in domestic animal species and differences in the regulation of the estrous cycle between species. The e-learning module was complementary to lectures and seminars. The e-learning course consisted of three main sections. Each section included interactive modules, integrated video clips, clinical instruction movies, interactive graphics and quizzes with immediate feedback. The first section provided insight into general cross-species principles of hormones, the regulation of these hormones, their role in the estrous cycle and their effect on the reproductive organs. In the species-specific chapters of the first section, students had to actively simulate the hormonal changes during the cycle. Section two addressed physical examination of reproductive organs in relation to the estrous cycle. Section three contained representative clinical case studies. The e-learning course was evaluated in a survey. Of the responding students (n=193), 6% did spend < 3 hours, 27% 3 hours, and 67% >3 hours on the e-learning course. They indicated a significant effect in understanding the estrous cycles of the species. The majority of these students preferred the e-learning course above lectures or seminars, recommended its use to others and expected to use the module in the postgraduate program.Item Construction of a pig model for training students in taking intravenous blood samples(Pretoria : University of Pretoria, Faculty of Veterinary Science, 2017) Knecht, Christian; Huber, Anna Maria; Dilly, Marc; Henning-Pauka, Isabell; International Veterinary Simulation in Teaching Conference (5th : 2017 : Pretoria, South Africa); University of Veterinary Medicine Vienna; University of Veterinary Medicine HannoverBecause of the stress response of pigs during restraint, time spend on blood sampling should be as short as possible. A realistic swine model which allowed students to practice methods such as blood sampling during the course of their clinical training, before collecting blood from live pigs, was therefore developed. The idea for this model originated from the University of Veterinary Medicine Vienna and was realized as a co-operational project with the Skills Laboratory of the University of Veterinary Medicine Hannover. The first step was the production of a pig torso using a frozen pig as a basis, which was molded by plaster binds. In a second step this gypsum model was lined with fiberglass mats. This prototype was used to form a further model without the aperture of the thorax. To close this thoracic gap a life-size silicone insert was constructed. This resembled the anatomy of the pig, and consisted of a trachea, veins and arteries made of caoutchouc (natural rubber that has not been vulcanized) tubes. These tubes were filled with colored fluid to simulate successful blood sampling. In addition, the pig model could also be used to further teach procedures in the skills laboratory, such as intramuscular injection in a silicone pad in the neck behind the ear and nose swab sampling of the nasal passages. This newly developed pig model could improve student´s clinical training in swine in the skills lab of the University of Veterinary Medicine in Vienna.Item Self-evaluation and monitoring of CSL visitation using “VetSims’ App” : a dedicated web-app based on QR code technology(Pretoria : University of Pretoria, Faculty of Veterinary Science, 2017) Des Roches, Marine Vermot; Chateau, Henry; Moissonnier, Pierre; Poma, Gabriel; Gogny, Anne; Gogny, Marc; International Veterinary Simulation in Teaching Conference (5th : 2017 : Pretoria, South Africa); Université Paris-Est. Ecole Nationale Vétérinaire d'AlfortLearning of specific technical procedures can be particularly challenging for veterinary students. Self-evaluation can be a very effective method to monitor progress and to improve learning and self-confidence in the context of the clinical skills laboratory (CSL). Monitoring of student attendance in the CSL is generally performed using a paper register. However, this does not give detailed information on each visited workstation and is time-consuming when data processing is needed. Since September 2016, a new method of self-evaluation by means of QR code technology has been used. This gave students autonomy for their own learning and allowed staff to better monitor skills laboratory visitations and students’ progress. The VetSims’App is based on QR codes scanned by students with their smartphones or with tablets available in the CSL. Each workstation instruction booklet provided a QR code. Scanning the QR code also redirected the student to a specific web page with links to instructions and videos. Attendance rate and the duration of time spend at the station or in the clinical skills laboratory could therefore be recorded. At the end of the learning process, students had to provide a self-evaluation, stating if they did not acquire the skills/acquired the skills/acquired and mastered the skills. All the data were recorded and linked with the EnvA Learning Management System (http://eve.vet-alfort.fr/). The use of this new app based on QR codes seems highly beneficial. Veterinary student expressed enthusiasm for the technology with subsequent increase in attendance rate throughout the three months of the study.Item Equine Veterinary Curriculum review : what are the strengths, weaknesses, gaps, and redundancies in the Colorado State University Equine Curriculum?(Pretoria : University of Pretoria, Faculty of Veterinary Science, 2017) Hendrickson, Dean A.; Varoom, Angela; West, Andrew; International Veterinary Simulation in Teaching Conference (5th : 2017 : Pretoria, South Africa); Colorado State University. College of Veterinary Medicine and Biomedical SciencesA survey was sent to large animal track students of Colorado State University (CSU) that have graduated in the last five years. Questions centered on the American Association of Equine Practitioners Competencies, listed as the Business of veterinary medicine, Client education and Regulatory responsibilities, Anesthesia, Dentistry, Examination, Husbandry, Medical knowledge, Radiology, Reproduction and Surgery techniques. The students were allowed to give responses of free text. The response rate was 31%. The first main question was: How well did the CSU equine veterinary curriculum address the following areas? Answer options were: too much, just right, not enough. There were 4 of the 11 categories where more than 30% of the respondents felt that there was not enough theoretical information in the curriculum to make them feel confident in practice. Those categories were: Business (49%), Dentistry (32%), Radiology (32%) and Surgery (41%). They felt most prepared in Anesthesia, Physical Examination, Reproduction and Basic Techniques. The second main question was: How well did the CSU equine veterinary curriculum provide practical skills in the following areas? Answer options were: excellent preparation, good preparation, moderately unprepared, severely unprepared. When combining the unprepared categories, 4 categories gave greater than 40% unprepared students: Business (62%), Dentistry (43%), Radiology (41%) and Surgery (59%). They felt most prepared in Client interaction, Anesthesia, Husbandry and Basic Techniques. Based on this, the equine curriculum is currently being evaluated. To improve the curriculum, a two-week clinical rotation, focusing on teaching these skills, was outlined, beginning May 2017. Basic laceration repair is now taught during the normal two-week equine lameness and surgery rotations.Item The development of E-learning and clinical skills resources to improve the teaching and learning of small animal wound management(Pretoria : University of Pretoria, Faculty of Veterinary Science, 2017) Meier, Jack; Owen, Laura; Wager, Catherine J.; International Veterinary Simulation in Teaching Conference (5th : 2017 : Pretoria, South Africa); University of Cambridge. Dept. of Veterinary MedicineTeaching and learning of small animal wound management at the University of Cambridge is currently via the traditional lecture system. Recent graduates and current clinical students were surveyed in order to evaluate the current teaching method. Sixty-three percent of respondents felt that an insufficient amount of time was dedicated to the topic, with the majority of students stating that they would like an increased emphasis on decision making and practical skills. In response to this, new resources were created to support the existing lecture. An integrated approach was chosen, involving e-learning modules and practical skills exercises to simulate clinical scenarios. E-learning has previously been well received as a teaching method in veterinary medicine(*1). In addition, practical skills exercises can be encouraged in the Pauline Brown Clinical Skills Centre, which is already well utilized by students in acquiring surgical skills(*2). Five different clinical scenarios were designed to reflect common wound presentations in first opinion practice, consisting of a burn wound, a shearing injury, a cat collar wound, a laceration and a chronic wound. The cases were presented in a quiz format, with key concepts and further supporting information given, where appropriate. The quizzes were comprised of multiple choice questions, which provided a particular focus on decision making, by testing appropriate methods of wound management at different stages of healing. A practical component was incorporated by encouraging students to practise the clinical skills encountered, including tie-over dressings, for which a complete instructions booklet was created. References: *1. Bernkopf, M., Franz, S. and Baumgartner W. 2010. Experiences with a blended learning course for clinical veterinary education at the University of Veterinary Medicine Vienna, Austria. Tierärztliche Praxis Großtiere. 2010; 38 (2): 99-108. *2. Wager, C.J. and Brearley, J.C., 2016. What happens when you open a purpose built Clinical Skills Centre in an established vet school and allows students 24 hour access to it? VetEd International Symposium of the Veterinary Schools Council 2016Item Communication skills in veterinary industry - a qualitative approach(Pretoria : University of Pretoria, Faculty of Veterinary Science, 2017) Gaida, S.; Tipold, A.; Dilly, M.; International Veterinary Simulation in Teaching Conference (5th : 2017 : Pretoria, South Africa); University of Veterinary Medicine HannoverCommunication skills are very important in companion animal and food animal practice. In Germany nearly 68 % of the graduates are working as a veterinarian in private practice. More than 31 % of German vets are working in other fields, whereas almost 16 % are working in industry. So far, limited information is available about communications skills in veterinary industry. To gain more knowledge about communication skills in veterinary industry we conducted semi-structured interviews as a qualitative research approach. All interviewees worked five or more than five years in industry. The interview focused on those communication skills needed in a daily work routine. Another focus was on meeting the expectations of new colleagues’ in this field. The interviewees were also asked about predicted challenges in communication skills in the future. After a qualitative content analysis of the interviews the outcomes were compared to two established European learning outcomes catalogues, the German National Competence Based Catalogues of Learning Objectives for Undergraduate Medical Education, and the Swiss learning outcome catalogue of the Vetsuisse-Faculty. The qualitative analysis demonstrated an overlapping of several required communication skills in veterinary industry with the skill set listed in both learning outcome catalogues. However, the interviewees mentioned a lack of communication skills in the field of professional skills. Particularly the personal development of the graduates represents a central aspect of the requirements in veterinary industry. Furthermore, basic skills in economics are required. In the future more qualitative research will be necessary to derive more concrete learning outcomes. Moreover, the integration of specific learning and communication skills for veterinary industry into the curriculum could also prepare the students for better accomplishments in the formation of private practices.Item Virtual, mixed and augmented reality in veterinary education(Pretoria : University of Pretoria, Faculty of Veterinary Science, 2017) Malinowski, Robert; International Veterinary Simulation in Teaching Conference (5th : 2017 : Pretoria, South Africa); Michigan State University. College of Veterinary MedicineAdvanced visual simulation technologies have gone mainstream and are now available to consumers and educators alike. Rather than being physical simulators, these systems generate visualizations of three-dimensional objects and immersive environments that users can interact with using a variety of devices. The technologies have rapidly matured over the past two years and continue to quickly evolve. Instead of being physically tethered to high-power computers, the next generation of devices will be stand-alone with integrated processors, or units that are capable of connecting to mobile phones to provide the computational might. This fundamental design change will further aid in promoting VR/AR/MR, allowing students to participate with devices they already own. This will reduce costs for educational institutions and re-define what a simulation laboratory is and how it is structured. Several different approaches exist including virtual reality (VR), augmented reality (AR) and mixed reality (MR) from companies such as Samsung, Oculus and Microsoft. Virtual reality is currently the most prevalent and affordable. Products vary greatly in price and features. Google Cardboard and the Samsung Gear VR are a great place to start and cost under $100. Higher-end devices, such as the Oculus Rift and HTC Vive, offer greater capabilities but are also much more costly ($600-$700). VR fully immerses the user allowing for a completely novel perspective. Two practical uses of this technology include 360 degree video and virtual models. Cameras such as the Samsung Gear 360 and Ricoh Theta capture video in all directions, giving learners the ability to explore an experience as if they were physically present. Virtual models and simulations, created from scratch or from CT/MR data, can be viewed in an immersive, web-based environment such as Sketchfab. As these solutions continue to evolve, educators will be able to harness their potential to create high-fidelity simulation experiences for students.Item Simulated clients in final year dental rotations(Pretoria : University of Pretoria, Faculty of Veterinary Science, 2017) Donszelmann, Darlene; Whitehead, Ashley; International Veterinary Simulation in Teaching Conference (5th : 2017 : Pretoria, South Africa); University of Calgary. Faculty of Veterinary MedicineStudents at the University of Calgary’s Faculty of Veterinary Medicine (UCVM) spend a significant amount of time in the first three years learning about clinical communication in simulated client experiences; however, there is no formal communications component in the final fourth year program. Standardized clients are routinely leveraged in simulated communication scenarios in many veterinary curricula, including at UCVM. The purpose of the study was to determine if the use of simulated clients in dental cases, where the owner is absent, enriched communication experiences in final year dental rotations. Two UCVM dental rotations (small animal and equine) provided the opportunity for each student in the rotation to interact with simulated clients while diagnosing and treating two dental patients. For each of the cases, students anonymously scored and commented on their experience. Simulated clients also completed an evaluation of each student’s communication performance. In the small animal rotation, two thirds of the students felt that they would like to have more opportunity to work with simulated clients for admissions and discharges. Forty-four percent of students (equine and small animal combined) inadvertently self-identified as unconscious incompetents in clinical communication. Other observations included student challenges in obtaining informed consent, discussing financial costs and relating discharge instructions to simulated clients. By utilizing simulated clients to enrich owner-absent clinical dental cases, some areas of communication weakness in the curriculum were identified. In addition, the unique combination of client simulation, real cases, and reflective surveys allowed instructors to identify the students’ stage of communication competence and self-awareness of their skills.Item Influence of skills laboratory training on students' perceived self-efficacy(Pretoria : University of Pretoria, Faculty of Veterinary Science, 2017) Engelskirchen, Simon; Tipold, Andrea; Ehlers, Jan; Dilly, Marc; International Veterinary Simulation in Teaching Conference (5th : 2017 : Pretoria, South Africa); University of Veterinary Medicine Hannover; Witten/Herdecke UniversityIn 2005 the “practical year” was introduced at the University of Veterinary Medicine Hannover to involve students in clinician’s daily work(*1). However, students reflecting on their practical competences, showed a lack of self-efficacy(*2). To improve this, a one-week skills-lab-training immediately before starting a ten week clinical rotation at the small animal clinic was introduced. During the last week of their rotations students have to pass a formative objective structured clinical examination (OSCE)(*3). Students were divided into two groups. Group A (n=64 students) did only clinical rotations; Group B (n=58 students) in addition underwent the one week skills lab training. A survey to evaluate student’s self-efficacy before (pre-clinical survey) and after (post-clinical survey) clinical rotations was carried out. Each survey consists of 20 questions with a four Likert scale to evaluate students’ resources and deficits as well. The survey was developed based on validated surveys(*4,*5). In both groups, students got significantly higher scores (p< 0,01) for self-efficacy after their rotations. The post-clinical survey showed that students from Group B showed significant higher scores (p< 0,001) for self-efficacy compared to Group A. Group A has a post-mean of 2,58 for resources and 2,09 for deficits. Group B has a post-mean of 2,74 for resources and 1,90 for deficits. The comparison of the groups therefore demonstrates a significant impact on self-efficacy after skills-lab-training. References: *1. Wagels R. FK, Tipold A. Einführung und Evaluierung des praktischen Jahres an der Tierärztlichen Hochschule Hannover. GMS Zeitschrift für medizinische Ausbildung. 2008;25 (4)(Doc 98). *2. Rösch T, Schaper E, Tipold A, Fischer MR, Dilly M, Ehlers JP. Clinical skills of veterinary students - a cross-sectional study of the self-concept and exposure to skills training in Hannover, Germany. BMC veterinary research. 2014;10(1):302. *3. Engelskirchen S, Ehlers JP, Tipold A, Dilly M. Effects of integrated clinical skills lab training in small animal medicine rotations at the University of Veterinary Medicine Hannover. VetEd Symposium, Glasgow. 2016. *4. Krampen G. Fragebogen zu Kompetenz-und Kontrollüberzeugungen:(FKK): Hogrefe, Verlag für Psychologie; 1991. *5. Dilly M, Tipold A, Geuenich K. Stressed out or subjective acquisition of competence–how do veterinary students see their curative work placement? GMS Journal for Medical Education. 2016;33(1).