Practices, preferences, and opinions of New Zealand veterinarians towards continuing professional development

Gates, M. Carolyn; McLachlan, I; Butler, S; Weston, J F

doi:10.1080/00480169.2020.1803156

Cited by 7 publications

(5 citation statements)

References 37 publications

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“…This has been studied previously in individual countries, 32,33 but not worldwide. As stated by Gates et al 55 , continuing education is important for professional development, protecting the reputation of the veterinary profession, and raising standards of care. We found not only country and geographic regional differences in the resources used for continuing education (local continuing education, veterinary journals, veterinary conferences/meetings, Internet, or I don't search for information), but also differences depending on the topic studied (Figure 3 and Supplementary Table S2).…”

Section: Sources Of Informationmentioning

confidence: 99%

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A Global Survey of the Views of Practicing Companion Animal Veterinarians on Their Undergraduate Curriculum and Their Access to Continuing Education Resources

Endenburg

Lith

2023

Journal of Veterinary Medical Education

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A global survey was developed to gain insight into the opinion of companion animal veterinarians about their undergraduate education and their access to continuing education on the following topics: client communication, animal welfare, surgical techniques, human-animal bond, dentistry, animal behavior, and zoonotic disease/epidemiology. In 2016, the survey was distributed via SurveyMonkey® in five languages to companion animal veterinarians around the world. A total of 1,167 respondents returned to the survey. The distribution of survey responses differed by geographic region (number of respondents in parentheses; where respondents work/have been trained): Europa (including the Russian Federation, 359/423), Asia (311/205), North America (77/89), South America (24/16), Africa (46/41), and Oceania (147/167). The results were strongly influenced by a large number of respondents (in parentheses) who graduated in the Russian Federation (180/162), Australia (133/154), Israel (136/82), the Netherlands (64/64), the United Kingdom of Great Britain and Northern Ireland (36/46), and the United States of America (46/44). On the basis of the responses, all topics were poorly covered or not taught, except for surgical techniques and zoonotic disease/epidemiology, which were covered adequately or well. However, there were country and geographic regional differences. This was also true for continuing education resources, which were—in addition to countries and geographic regions—also influenced by the educational topic. As already stated by Dhein and Menon in 2003, time away from the practice, travel distance, and expense may be reasons why companion animal veterinarians do not follow continuing education. Online continuing education could fill in the gap and is more time and cost-efficient.

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Section: Sources Of Informationmentioning

confidence: 99%

“…60 Veterinary licensing bodies should place more emphasis on continuing education, but it must be recognized that completion of con- tinuing education courses is no guarantee of competence in practice. 55…”

Section: Sources Of Informationmentioning

confidence: 99%

A Global Survey of the Views of Practicing Companion Animal Veterinarians on Their Undergraduate Curriculum and Their Access to Continuing Education Resources

Endenburg

Lith

2023

Journal of Veterinary Medical Education

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“…Additionally, learning style matters. People have different styles and paces of learning, and the variances seems to be bigger across generations 7–10 . The traditional conference approach, with 3–4 days’ worth of lectures, may not fit the needs of every person.…”

Section: Peoplementioning

confidence: 99%

“…People have different styles and paces of learning, and the variances seems to be bigger across generations. [7][8][9][10] The traditional conference approach, with 3-4 days' worth of lectures, may not fit the needs of every person. All these factors imply that we should incorporate alternate platforms and media to better meet people's needs.…”

Section: Theme 1: People-centered Professional Development In the Futurementioning

confidence: 99%

Forty‐Fourth ASPEN Presidential Address: The 2020 Overture—A New Tune for the Future

Chan

2020

J Parenter Enteral Nutr

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The provision of safe nutrition care to patients is the fundamental vision of the American Society for Parenteral and Enteral Nutrition (ASPEN). Yet we are facing important challenges in our field and society, requiring us to reflect, rethink, and adjust to make new breakthroughs to meet the needs for the future. In developing new plans to address these challenges, we must focus on 2 critical elements: people and the scientific process. Government and organizations cannot carry on their missions without people. But with the challenges of healthcare finance, biotechnology disruption, the desire to facilitate knowledge transfer and now the impact of the global pandemic, we need to develop a forward‐thinking and sustainable approach to connect people and foster continued learning. Burnout is a recognized occupational problem that affects providers and researchers across all disciplines. The coronavirus disease 2019 pandemic has amplified the challenges associated with burnout. Supporting the needs and promoting the well‐being of people, therefore, are critical to move forward successfully. At the same time, the scientific advances in our field rely on sound scientific principles and integrity. Information overload, pressure to produce immediate outcomes (such as cost‐saving initiatives), and misinformation can compromise the scientific process and research evidence. The two common missteps that affect researchers, clinicians, and administrators include premature factulation and binary thinking. We will discuss how these missteps can occur and the approaches to minimize their influence in making sound decisions and policies to meet the future's needs.

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“…The provision of continuing professional development (CPD) enables further opportunities for graduates to acquire and/or maintain skills in their chosen field of work. Such opportunities often vary in availability, and their success depends on factors such as affordability and accessibility ( 4 ), and relevance to the target audience.…”

Section: Introductionmentioning

confidence: 99%

Assessing the effect of a canine surgical-neutering educational programme on the knowledge and confidence of Indian veterinary participants

Rayner

Airikkala-Otter²,

Mellanby

et al. 2023

Front. Vet. Sci.

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India has a large, free-roaming dog population, encompassing both owned and stray dogs. Canine surgical neutering is often a central component of dog population management and rabies control initiatives. The provision of practical, surgical training opportunities remains a major challenge for veterinary educational establishments worldwide to ensure competency in this routine procedure. A 12-day educational programme, focusing on surgical neutering skills, was developed to address this need. A questionnaire comprising 26 questions covering surgical and clinical topics, and a self-assessment of confidence in undertaking five common surgical procedures, was completed immediately before and after finishing the programme. A total of 296 participants attended, with 228 achieving the inclusion criteria for the study. Total knowledge scores increased significantly after the training programme (mean score pre-18.94, 95% CI 18.13–19.74; post-28.11, 95% CI 27.44–28.77, p < 0.05) with improvements seen in all categories (surgical principles, anaesthesia, antibiotic use and wound management). After accounting for other participants’ characteristics, scores increased, on average, by 9 points after training. Being female was associated with significantly higher overall scores, while compared to younger and older age groups, those aged 25–34 were associated with lower overall scores. Amongst those with post-graduate qualifications, overall scores increased with age. Furthermore, there was an increase in self-rated confidence by participants in undertaking all five procedures. This study demonstrates that a targeted training programme can improve veterinary participants’ knowledge and confidence in canine surgical neutering and may provide an effective way to develop surgical expertise amongst veterinarians engaged in dog population management initiatives.

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Practices, preferences, and opinions of New Zealand veterinarians towards continuing professional development

Cited by 7 publications

References 37 publications

A Global Survey of the Views of Practicing Companion Animal Veterinarians on Their Undergraduate Curriculum and Their Access to Continuing Education Resources

A Global Survey of the Views of Practicing Companion Animal Veterinarians on Their Undergraduate Curriculum and Their Access to Continuing Education Resources

Forty‐Fourth ASPEN Presidential Address: The 2020 Overture—A New Tune for the Future

Assessing the effect of a canine surgical-neutering educational programme on the knowledge and confidence of Indian veterinary participants

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