Teaching Evidence-Based Veterinary Medicine in the US and Canada

Shurtz, Suzanne; Fajt, Virginia R.; Heyns, Erla P.; Norton, Hannah; Weingart, Sandra

doi:10.3138/jvme.1215-199r

Cited by 15 publications

(18 citation statements)

References 30 publications

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“…3 Besides the reported limitations of lectures, health sciences faculty also confront the challenge of finding time to teach evidence-based practice in already-crowded curricula. 9 In this context, there is growing interest among health sciences educators to employ alternative delivery formats such as online learning. 10 Researchers have called for more online learning to overcome barriers in the instruction of evidence-based practice.…”

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confidence: 99%

An Interactive Online Approach to Teaching Evidence‐Based Dentistry with Web 2.0 Technology

Zheng¹,

Bender²,

Reid³

et al. 2017

Journal of Dental Education

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At many dental schools, evidence-based dentistry (EBD) is taught in a traditional lecture format. To avoid the constraints of lectures, in 2012 the EBD unit was redesigned for online delivery at the Arthur A. Dugoni School of Dentistry at the University of the Pacific with a Web 2.0 tool called Voicethread. The aim of this study was to assess the impact of Voicethread-based online learning on students' perceptions of learning EBD, their participation and engagement, and their acceptance of this new online delivery approach. Students' perceptions were collected from two sources: a self-assessment quiz and a question on their self-reported preparedness in EBD from the 2014 American Dental Education Association (ADEA) Survey of Dental School Seniors. The Voicethread analytics tool provided data on students' participation and engagement. Students' responses to the survey questions on the self-assessment quiz provided data on their acceptance of Voicethread-based learning. The average score of the 124 students (91% of total) taking the quiz was 7.3 out of 8. The percentage of students who reported in the 2014 ADEA survey that they were "well prepared" in EBD was 45.2%, compared with the national average of 31.2%. Responses to this question for the Classes of 2013 and 2015, who received instruction in the traditional lecture format, were 35.2% and 34.6%, respectively. With Voicethread, students actively participated and interacted with their peers through questions and answers. They perceived Voicethread to be more effective than other delivery approaches and reported that it made learning more active and engaging. These findings suggest that Voicethread may be an effective tool for students to learn EBD since it adds interactivity to online learning.

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confidence: 99%

An Interactive Online Approach to Teaching Evidence‐Based Dentistry with Web 2.0 Technology

Zheng¹,

Bender²,

Reid³

et al. 2017

Journal of Dental Education

View full text Add to dashboard Cite

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“…Time is the most consistently reported KT barrier across all previous veterinarian surveys and a consistently reported obstacle to participation in CE/CPD [ 10 , 12 , 16 , 36 – 43 ]. Understandably then, time constrained swine veterinarians seek colleagues, may select citations by convenience [ 12 , 44 ], or seek narrative reviews for keeping up; with the latter two being at odds with the practice of EBM [ 45 – 49 ].…”

Section: Discussionmentioning

confidence: 99%

“…Opinions also differ on how to teach EBM/EBVM, and best methods for teaching are not clear [ 76 ]. Shurtz et al [ 10 ] surveyed 22 U.S. and Canadian veterinary colleges and found no consistency in approaches to teaching EBVM skills within schools or between schools. Time, competing curriculum, perceived limited importance of EBVM, and the difficulty of teaching critical assessment, were the chief challenges to teaching EBVM skills [ 10 , 36 ].…”

Section: Discussionmentioning

confidence: 99%

“…Barriers, or the factors which impede knowledge translation, vary in type and impact depending on the type of knowledge [ 4 ], the directional flow of information, and the population level or levels being investigated [ 6 , 7 ]. Time, access, and skill, identified as individual level KT barriers [ 8 – 10 ], have been sparsely studied in veterinary medicine [ 11 – 13 ]. We consider also process as a fourth barrier, or the sequential steps taken from wanting current research information through to its assimilation into practice.…”

Section: Introductionmentioning

confidence: 99%

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Veterinarian barriers to knowledge translation (KT) within the context of swine infectious disease research: an international survey of swine veterinarians

et al. 2020

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Background Food animal veterinarians face commodity specific and urgent global challenges yet conditions preventing use of best available knowledge have been sparsely studied. The American Association of Swine Veterinarians (AASV) membership (N = 1289) was surveyed online to benchmark their information priorities and their motivations and sources for keeping current with infectious disease research, and to describe their reported time, skill, access, and process as barriers to knowledge translation (KT). Results Respondents (n = 80) were mostly from Canada (n = 40) and the U.S.A (n = 31) and demographics approximated the AASV’s. Colleagues are the first choice for information on difficult cases (49%, 95%CI: 38–61). Half of respondents (53%, 95%CI: 41–64) spend an hour or less per week keeping up with infectious disease research. The majority reported moderate or less than moderate efficiency (62%, 95%CI: 51–72), and moderate or greater stress (59%, 95%CI: 48–70) with their process for keeping up. Journal article methods sections are commonly not read, almost a third (32%, 95% CI: 22–43) reported either they do not evaluate statistical methods or that they had poor confidence to do so, and half (52, 95%CI: 41–63) could not explain ‘confounding bias’. Approximately half (55%, 95%CI: 41-69) with direct oversight of swine herds had full access to 2 or fewer academic journals. Approximately a third of respondents (34%, 95%CI: 24–46) selected only formats involving single research studies (either full text or summaries) as preferred reading materials for keeping current over expert summaries of the body of evidence. Conclusion KT barriers are considerable and a source of stress for many swine veterinarians. Sub-optimal efficiency with keeping up and low confidence to appraise aspects of research are concerns. Results are consistent with previous literature and illustrate need for improved KT infrastructure and for additional training in statistical methods and interpretation of primary research. Further evaluation is warranted of why approximately a third of veterinarians in this study, for the purpose of keeping up, preferentially choose to review individual research studies over choices that would include an expert summary of the body of evidence. Consideration of reasons for this preference will be important in the planning of KT infrastructure improvements.

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“…This broad use of the published literature by practicing veterinarians may reflect increasing emphasis on evidence-based veterinary medicine (EBVM), “the use of best relevant evidence in conjunction with clinical expertise to make the best possible decision about a veterinary patient,” in veterinary professional education [ 6 ]. More than half of the US veterinary librarians surveyed in 2011 provided some instruction in EBVM as part of a doctor of veterinary medicine (DVM) curriculum [ 7 ], and a 2016 survey of US and Canadian DVM curricula found similar rates of EBVM instruction [ 8 ]. The recently revised accreditation standards provided by the American Veterinary Medical Association Council on Education, which state that students must demonstrate specific competencies during their professional education including “critical analysis of new information and research findings relevant to veterinary medicine” [ 9 ], has led colleges of veterinary medicine to revise their DVM curricula to integrate EBVM instruction.…”

Section: Introductionmentioning

confidence: 99%

Accessibility of published research to practicing veterinarians

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2018

jmla

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ObjectivesThis study established the percentage of veterinary research articles that are freely available online, availability differences inside and outside of core veterinary medicine publications, sources and trends in article availability over time, and author archiving policies of veterinary journals. This research is particularly important for unaffiliated practitioners who lack broad subscription access and the librarians who assist them.MethodsWeb of Science citation data were collected for articles published from 2000–2014 by authors from twenty-eight accredited US colleges of veterinary medicine. A sample of these articles was searched by title in Google Scholar to determine which were freely available online and their sources. Journals represented in this dataset and a basic list of veterinary serials were cross-referenced with the Sherpa/RoMEO database to determine author archiving policies and the percentage of articles that could potentially be made freely available.ResultsOver half (62%) of the sample articles were freely available online, most of which (57%) were available from publishers’ websites. Articles published more recently were more likely to be freely available. More articles were found to be available in 2017 (62%) than in 2015 (57%). Most (62%) of the included journals had policies allowing authors to archive copies of their articles.ConclusionsMany articles are freely available online, but opportunity exists to archive additional articles while complying with existing copyright agreements. Articles in veterinary medicine–specific journals are less likely to be freely available than those in interdisciplinary journals. Requirements for federally funded research have likely influenced article availability and may continue to do so.

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Teaching Evidence-Based Veterinary Medicine in the US and Canada

Cited by 15 publications

References 30 publications

An Interactive Online Approach to Teaching Evidence‐Based Dentistry with Web 2.0 Technology

An Interactive Online Approach to Teaching Evidence‐Based Dentistry with Web 2.0 Technology

Veterinarian barriers to knowledge translation (KT) within the context of swine infectious disease research: an international survey of swine veterinarians

Accessibility of published research to practicing veterinarians

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