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Obesity is a growing concern for dogs and cats. Although veterinary input is critical to prevent and manage obesity, conversations addressing overweight pets are challenging and require training to perform effectively. This study assessed the impact of a nutrition curriculum developed for use in a veterinary outreach program on student confidence and ability to perform nutritional assessments, particularly on overweight pets. The curriculum was developed by students and a Board-Certified Veterinary Nutritionist focusing on (1) performing nutritional assessments, and (2) discussing the findings with owners. Initial implementation and evaluation occurred with 32 students. Pre-study and post-study surveys were conducted asking students to rank their confidence in 14 aspects related to nutritional assessments, determine opportunities for change from a case summary, and describe their experience using the materials. Five students in the outreach program performed an additional nutritional assessment and developed a plan for a hypothetical case. Results were analyzed for significance via the likelihood ratios Chi-square and Wilcoxon signed-rank tests. Students showed significant increase in confidence for 11 of the 14 questions and significant improvements at determining opportunities for change ( p <.05). Feedback was positive and supported the feasibility of using the materials with the outreach program. Overall, the findings support that the curriculum provides a positive learning experience and prepared veterinary students for performing nutritional assessments and creating management plans for obese pets. This article introduces the curriculum as a successful model for providing access to additional self-paced curricular units to veterinary students.

Large lecture courses are an efficient way to convey material to many students but have potential limitations, most notably the tendency for them to promote passive learning opportunities rather than active pedagogies. The curriculum at Cummings School of Veterinary Medicine at Tufts University, like many veterinary schools, contains many large lecture courses in the pre‐clinical curriculum. This objective of this study was to use two active pedagogical interventions in a first‐year lecture course named Veterinary Biochemistry and Metabolism that drew connections between basic science and several veterinary diseases. The first intervention targeted increasing students' intrinsic motivation and their confidence with understanding biochemistry concepts using videos created via collaborations between students, staff, and clinical and basic science faculty. The second intervention targeted active and collaborative learning via the implementation of clinical case studies completed in groups to relate lecture content to clinical scenarios with the aim of further enhancing student confidence in their knowledge of the material. To assess the effectiveness of these two interventions, pre‐and post‐course surveys using Likert style questions were administered to evaluate student confidence in the targeted concepts. The post‐survey included open‐ended responses on students' perspectives on their most important takeaways from the activities and their suggestions for improvements. The data showed a positive impact of these interventions on student motivation and confidence in their knowledge. This study provides support that targeted interventions to increase active learning strategies increase student engagement and may improve learning efficacy in large lecture courses.

Remote teaching created a unique opportunity to study the experiences of faculty participating in a course design institute. Hundreds enrolled the online institute, where technologies (e.g., Zoom, Canvas, Google Docs, etc.) facilitated interactions among participants and preserved their ideas and perspectives throughout the program. Using a grounded theory analysis approach attentive to the participants’ words, the authors&nbsp;uncovered participants’ experiences and their perspectives on the structures that shaped those experiences. The data ultimately revealed five themes (pedagogical knowledge; student perspective; community and connection; technology; emotion)&nbsp;that relate to changes in participant attitudes, perceptions, and/or pedagogical approaches. Drawing on these themes, we identify implications for future professional development programing design that align with other results from the literature, including the importance of modeling the student experience, deliberately addressing community and connection, building in time for synthesis and commitment, and&nbsp;prompting faculty to identify and reflect on their emotions. Though some of the identified themes may have been more visible because data were captured in the first year of the COVID-19 pandemic, these themes are aligned with prior research and existing learning theories and will apply to the design of course design institutes beyond the context of crisis situations.&nbsp;

The objective of the current study was to investigate whether class participation correlates with academic performance in a Biochemistry and Metabolism Course for first-year veterinary school students. Veterinary Biochemistry and Metabolism is a required course for first-year veterinary students at the Cummings School of Veterinary Medicine at Tufts University. The course is a large lecture course with approximately 100 students enrolled each year. Topics covered in the course include the metabolism of carbohydrates, nucleic acids, lipids, proteins, vitamins, and microminerals. In the fall of 2021, students had three options for lecture attendance. Students could attend in person, could listen to lectures streamed live, or could watch lectures at a later time since class sessions were all recorded. To increase engagement in the course, students receive Poll Everywhere questions during most of the lectures in this course. These questions were mainly in multiple-choice format and delivered to students at various times (beginning, middle, and end) during the class. Students who earned A, B, or C grades were compared with how often those cohorts participated in the Poll Everywhere questions. The results indicate that students who earned an A in the course have statistically significant higher participation in Poll Everywhere questions when compared to students who earned a B or C. The results do not distinguish between students who attended the lecture in person and those who watched the live stream since all those students could answer the Poll Everywhere questions during class time. The results demonstrate an association between class participation and academic performance. Namely, higher involvement as measured by answering Poll Everywhere question participation increases the likelihood of getting an A. Many professional schools (medical, dental, and veterinary) routinely record most lectures and do not require attendance. While lecture recordings may provide a valuable study tool for students, these results suggest that students who do not actively engage with class material miss an opportunity to maximize learning. No funding to disclose This is the full abstract presented at the American Physiology Summit 2023 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.