Education Day 2021

The COVID-19 pandemic forced educators to pivot quickly into an online format. We compared student learning outcomes and group work in two pairs of undergraduate lecture/lab microbiology courses taught in in-person vs. online. The first comparison (S1, n=132 in-person, 137 online) involved health science majors and the second (S2, n=98, 108), nursing majors. For each pair, students were similar with respect to demographic variables. We hypothesized that students taught in the two modalities would achieve similar outcomes if a high-structure course format with active learning and team-building exercises was implemented. Exam scores from 35 (S1) and 21 (S2) questions were identical between pairs. Both pairs of groups also gave similar high ratings in surveys for team satisfaction and psychological safety using the Comprehensive Assessment of Team Member Effectiveness (CATME) program. We conclude that, with appropriate structure, online learning can be as effective as traditional in-person learning for many students.

Creating Content

cardona.pdf

Authors: Debra Freedman, Jaclyn Barnes, Tim J. Johnson, Carol Cardona, Abby Schuft, Erin Cortus

The purpose of this course was to teach about the poultry industry through exploration of the principles of biosecurity, theory and application of biosecurity in commercial chicken, egg and turkey production settings. The initial offering of the course was in Fall 2020 and was purposely designed as an online course in order to serve non-traditional students living in rural Minnesota and working in the poultry industry. The collaborative approach used to develop the course and the unique approach to online delivery resulted in a course that successfully met its learning objectives and that was enjoyed by the participants.

Creativity in Approaches to Educational Development

Creativity Poster.pdf

Authors: José V. Pardo, Dept. Psychiatry, Cognitive Neuroimaging Unit, Minneapolis Veterans Health Care System, University of Minnesota, Minneapolis, MN; Alice A. Larson, Veterinary & Biomed Sciences, University of Minnesota, St. Paul, MN

Intelligence scores (IQ) go up about 10 points each generation, a phenomenon called the James R. Flynn effect. Children are smarter, but affluence takes away their need to be creative. Torrance scores of creativity for children (K-12) and adults have steadily decreased since 1990 (The Creativity Crisis, by Kyung Hee Kim). The question is, how do we enhance our creative capital?

First, why we are not more creative? Some people simply don’t try believing that creativity is a gift rather than a talent to develop. Creativity suffers in an impoverished environment, one rife with criticism and ridicule, or one in which there is one ‘correct’ answer. Our creative deficit reflects an emphasis on and value of analytical skills rather than creative thinking. There is a trend in American education to focus on standardized curriculum, rote memorization, and nationalized testing. Although the term ‘creative’ is slapped on every disciplinary title, there’s no intentional effort to nurture actual creativity in the curriculum. On top of that, social media not only supports conformity, its passive nature suppresses creativity. Creativity ‘muscle’ is strengthened by active exploration for answers rather than passive, observational input.

So how can we be more creative? Creativity is based on implementing contextual focus to separate convergent thinking, that engages the PFC during analytical thought, from divergent thinking, a process that suppresses the prefrontal cortex (PFC) and allows new associations. Simply described, divergent thinking makes new connections between bits of information. The greater the store of thoughts from the environment or from people, the more connections are feasible. Divergent thinking depends on generating a large number of ideas. It’s important to generate and list ideas prior to critiquing them as premature analysis engages the PFC and inhibits further divergent thought. Retain the most novel ideas rather than only the most feasible ones for further development. Ideas are refined and revised by posing questions to solicit more information rather than criticism that activates the PFC. Refine and revise optimally by repeating the entire process iteratively, a process requiring persistence and grit.

Keywords: Innovation, prefrontal cortex,

Support: Office of Undergraduate Education, Office of Executive Vice President and Provost, University of Minnesota.

CVM 6009: Introduction to Teaching Skills

CVM 6009_Root Kustritz.pptx.pdf

Author: Margaret V. Root Kustritz, DVM, PhD, DACT, MMedEd

Introduction to Teaching Skills is a course offered to students in years 1-3 of the DVM curriculum. Students learn basic teaching skills, work with a faculty member to do 8 hours of direct instruction of other aspects of teaching, and write a teaching philosophy. The course has been offered for two years and a total of 32 students have enrolled. Students participated in teaching courses in undergraduate, graduate, and all years of the DVM curriculum in a variety of species and across the disciplines of anatomy, preventive medicine, clinical skills, clinical pathology, swine medicine, physiology, agents of disease, epidemiology, immunology, theriogenology, animal welfare, microbiology, bioinformatics, and surgery. Student activities included presentation in a variety of settings; creation of slides, videos, and other course materials; participation in course and lesson planning; creation and grading of assessments; and participation in educational research.

Educational research at the University of Minnesota College of Veterinary Medicine

Educational research_Root Kustritz.ppt.pdf

Author: Margaret V. Root Kustritz, DVM, PhD, DACT, MMedEd

Faculty from the UMN CVM recently published a review of educational research comparing the UMN CVM and other North American colleges of veterinary medicine (Root Kustritz MV, Nault A. Measuring productivity and impact of veterinary education-related research at the institutional and individual levels using the H-index. J Vet Med Educ 2019; doi: 10.3138/jvme.0618-072r1). Twenty-six faculty members had published at least one educational research manuscript. Among the 30 schools included in the study, the range of total educational research manuscripts published varied from 1 to 54, with an average of 18 manuscripts published. The University of Minnesota CVM published 30 manuscripts. As of the creation of this poster, this research had been cited 113 times, used 4574 times, captured for future use 1027 times, and mentioned in social media 29 times.

Effect of Study Aids and Academic Performance on NAVLE Scores

NAVLE study aids _Root Kustritz.pptx.pdf

Author: Margaret V. Root Kustritz, DVM, PhD, DACT, MMedEd

Students from the class of 2021 who took the North American Veterinary Licensing Examination (NAVLE) in fall of 2020 were asked to complete a survey about board examination preparation. Thirty-nine students who took the NAVLE shared their scores with the College and provided complete information on the survey. All had passed the NAVLE, and the cohort was representative of the larger class based on gender, mean score on the NAVLE, and participation across all four quartiles of the class. NAVLE score was not correlated with GPA at the end of third year but was correlated with class rank, with those ranking in the lowest quartile having lower scores. NAVLE score was not correlated with number of study aids used. Those most commonly used were VetPrep and Zuku Review; only two students used both of these tools. Course notes also were commonly used. Students who used VetPrep had significantly higher scores than did those who did not use VetPrep. Students who used Zuku Review had significantly lower scores than did those who did not use Zuku Review; this may be artifactual as the class rank was lower in this cohort than in the cohort that used VetPrep. Students greatly valued sample examinations provided by the International Council for Veterinary Assessment, which manages the NAVLE, and their years of training in the pre-clinical and clinical curriculum.

Engaging Students in Clinical Epidemiology

Education Day Poster_Final.pdf

Author: Amy Kinsley, Debra Freedman, and Scott Wells

Clinical epidemiology has been a notoriously difficult course to teach within the veterinary curriculum. Epidemiology is the study of disease (and health) in populations, and learning epidemiology is like learning a new language, which involves thinking about animal health in populations using a quantitative approach. In addition, veterinary students are often ‘hands- on’ learners who are most interested in learning practical methods to treat and manage disease, not performing math and statistics equations. Clinical epidemiology requires not just ‘learning the new language’, but instead requires applying the epidemiologic concepts in situations that allow the veterinarian to make informed animal health decisions. What was needed was a method of teaching epidemiology that engages students in learning this new ‘language of epidemiology’ to a level that allowed application of the concepts to address animal health issues seen frequently in practice situations. This poster outlines key modifications that have been made to the course design, including collaborative content delivery and communication-based assessments. We will discuss the student feedback and future directions of the course.

Enhancing a Virtual Microbiology Course with 3 In-Person Labs Improves Student Learning Outcomes

Micro Lab in person 2021.pdf

Author: Cheryl M.T. Dvorak, Lisa Bofenkamp, and Dawn Foster-Harnett

Due to the COVID-19 pandemic, the general microbiology laboratory course went completely virtual with no in-person instruction. For the laboratories, students watched videos of experiments and analyzed the data, performed virtual interactive labs, and performed labs at home using supplies provided. These students were missing some hands-on laboratory experiences, which enhance the understanding of key concepts. Here, we offered 3 optional in-person laboratories for students to perform a few basic hands-on laboratory techniques including an isolation streak, serial dilution, Gram stain, and others. We hypothesized that by performing these general laboratory techniques in-person, the students' understanding of the concepts integral in these techniques would increase. The students were given a pre-lab survey at the first lab and were then asked the same questions at the end of the last lab. After participating in the in-person labs, students scored about 8.5% higher on the assessment as compared to the pre-lab results. All of the techniques performed during the in-person labs had been presented earlier in the semester. Only 18% of students attended the optional labs, but those that participated noted that they enjoyed the labs, learned new lab techniques, and 86% thought it enhanced their understanding of course material. This data suggests that offering a few in-person labs had a positive effect on students' understanding of course material and made the course more enjoyable.

Externships at the University of Minnesota: Classes of 2020 and 2021

Externships _Root Kustritz.pptx.pdf

Author: Margaret V. Root Kustritz, DVM, PhD, DACT, MMedEd

The COVID-19 pandemic affected the clinical year students of the class of 2020 in March of their senior year. Students in that year completed an average of 5 externships in 31 states and 7 countries. All students in the class of 2020 met requirements for graduation as defined by the AVMA Council on Education. Students in the class of 2021 completed their entire year under COVID-19 restrictions, which included required approval of all externship experiences and adaptability as sites or students were required to cancel with short notice due to required cancellation of elective activities, increasing incidence of COVID-19 in the state or at the site, travel restrictions, and natural disasters. Despite this, students in this class completed an average of 8 externships in 38 states and 2 countries. Many of these were in states or countries of the student’s primary residence. As in previous years, students completed work in general practices in a variety of species and also attended externships at specialty practices, in industry, and in government. As of February 2021, all students in the class of 2021 were on track to meet graduation requirements for graduation as defined by the AVMA Council on Education.

Mock Exams Improved Student Performance and Perceived as Helpful in Leaning Course Content

Lulich Mock exam poster.pdf

Author: Jody Lulich, Veterinary Clinical Sciences Department

Objective: to determine if test scores increase following a mock exam in small animal medicine (CVM 6926), and if students perceived that the mock exam was helpful. Methods: Students were informed of an optional mock exam and group-mock exam that would contain questions similar to those on the actual exam.

a. Mock Exam: 10 questions, 30 minutes, 2 participation points (0.5% of course grade)
b. Group-Mock Exam: 10 questions, 30 minutes, 2 participation points (0.5% of grade), students selected the size and members of their group
c. Mock Exam-Review with the instructor (no points)
d. Actual Exam: 48 urinary-subject questions, 2 hours, 98 points (25% of course grade) with a final question, “Did you find the mock exam helpful in learning the material.” Six questions on the actual exam were similar to the mock exam. The time between the mock exams and the actual exam varied from 2 hours to 4 days.
e. Output: Correct responses were compared between the three exams and the six similar questions.

Results: The average scores for the mock exam, group-mock exam, 6 similar questions on the actual urinary exam, and the entire urinary exam were 57%, 93%, 87%, and 83% respectively (Table). Compared to the mock exam, the percent of correct responses increased by 37% ± 0.17 (mean ± SD) on the group-mock exam and by 39% ± 0.22% (mean ± SD) for the six similar questions on the actual exam. Compared to the group-mock exam, the percent of correct responses decreased by 5% ± 0.1% mean ± SD; range = -23% to 6%) for the six similar questions on the actual exam. When asked if the mock exams were helpful, 97% agreed, 3% disagreed (one disagreeing responder had not taken the mock exams) and one additional student correctly responded (1%) that they had not take the mock exam.

Conclusion: Mock exams and mock exam-review are associated with improved student performance on the final urinary exam. Several theories could explain this outcome. The mock exam may have 1) motivated earlier studying, 2) familiarized students with question format, 3) revealed knowledge deficiencies to correct, and 4) reduced test anxiety.

Pilot Study: Accuracy of captioning of Zoom live lectures using Kaltura in a comparative theriogenology course

captioning pilot study _Root Kustritz.pptx

Author: Margaret V. Root Kustritz, DVM, PhD, DACT, MMedEd

Captioning of live Zoom sessions in courses may be required to meet accessibility requirements broadly or to meet specific disability accommodations for some students. Captioning by hand is extremely accurate but is expensive. Videos uploaded into Kaltura Mediaspace are captioned using automatic speech recognition (ASR), a quick, less expensive alternative that is not as accurate. The goal of this study was to evaluate what factors may make automatic captioning more or less accurate for a cohort of six instructors in a Comparative Theriogenology course. Mean speaking rate for the group overall was 139 +/- 22 words per minute. Mean speaking rate was higher in women than in men but was not significantly different. Similarly, mean number of errors was higher for women than for men but was not significantly different. Correlation between speaking rate and errors trended positively, with more errors in captioning associated with higher speaking rate and a correlation of about 30%. Most common errors in captioning were due to speakers using incomplete sentences, mumbling, or speaking quickly, which was associated with missing words. The system often was unable to correctly identify medical terms. In this small study, no specific criteria were identified that would permit faculty to consider how best to present information orally in a manner that would enhance accuracy of captioning. Attention to speaking rate may be beneficial. If captioning is necessary to meet specific student needs, faculty members should have ready access to the videos after the course session to permit them to review the captions as a whole, with special attention to medical terminology.

Science Communication: Educational Resources for DVM, Extension, and Outreach Programs

CVM Ed Day Poster 2021_Schwabenlander&Larsen_Reduced.pdf

Author: Marc D. Schwabenlander, Roxanne J. Larsen

Background: Communicating about complex diseases affecting animal and human health is a key mission of a veterinary institution, but can be a very challenging aspect of training, education, and public outreach efforts. Currently, there are limited hands-on and virtual resources for training professionals as well as other partners involved in disease surveillance, food safety, and animal health and welfare. There is an increased need for a variety of educational tools and simulation models in several settings, especially with current limitations on in-person activities and our continued world-wide connectedness.

Purpose: Our aim was to develop educational resources focused on disease surveillance, food safety, and animal health and welfare in collaboration with partners interested in training and educating several communities of learners. The tissues of concern are often difficult to recognize or find during common procedures, disease surveillance sampling, and meat inspection. Over the past decade, veterinary medicine and other health professional education programs have helped set the stage for innovation in this field.

Methods: The animation, booklet, and augmented reality (ZapparTM App) resources were created in collaboration with the Center for Animal Health and Food Safety. To create printed and virtual 3D models, fresh specimens were collected and dissected, specimens were frozen and then computed tomography (CT) scanned, digital segmentation was performed, virtual models were constructed, and files were 3D printed or incorporated into digital formats.

Results: A variety of videos, webinars, presentations, as well as digital and print media were created. A main focus was to develop and explore innovative 3D anatomical models (e.g., print, virtual) that could be utilized by several educators and learners.

Discussion and Conclusions: The development of our educational materials demonstrated a natural progression of engagement and technology, from more basic to increasing complexity. The cervid and bovine models and associated materials are used to educate the general public, hunters, cervid farmers, veterinary students, wildlife biologists, as well as a variety of meat inspection personnel. Early products were created and developed for immediate use upon request and need. Formal evaluation of the utility of these materials was not feasible early on, but subsequent materials and applications will use a framework of educational design to allow for evaluation, assessment, and validation.

Use of Educational Puzzles for Teaching Veterinary Diagnostic Imaging

Ober Puzzles Educ Day 2021.pdf

Author: Christopher Ober, DVM, PhD, Dipl. ACVR

Learning the concepts of veterinary diagnostic imaging can be challenging for students. While card games and board games have been used in veterinary imaging courses, the social distancing necessitated by the COVID-19 pandemic has prevented the use of those games. To fill the resultant void, a series of educational puzzles was developed for use in the Veterinary Imaging II course. Students could use the puzzles as an optional part of their studies, and potential correlations between puzzle use and student scores in the course were evaluated. A small but statistically significant correlation was found between number of puzzle topics used and student performance on the midterm exam, performance on the final exam, and overall performance in the course. Interestingly, however, student use of the activities declined over the semester despite most students stating that they found the puzzles both useful and entertaining. While the puzzles are useful in helping students learn the concepts of diagnostic imaging, further work is necessary to improve longer-term student engagement.

Use of pre- and post-course knowledge evaluations in veterinary coursework in the first year

Pre-post knowledge evaluations _Root Kustritz.pptx.pdf

Author: Margaret V. Root Kustritz, DVM, PhD, DACT, MMedEd

Students were asked to evaluate their ability to answer a series of authentic questions before and after a semester-long on-line Preventive Medicine course and a more traditionally taught 3-week segment on endocrine physiology in the Physiology II course. Students rated their abilities on a scale from 1 (I would not have any idea how to respond) to 4 (I am very confident I could give a complete answer without consulting resources). The questions posed all reflected use of course information to answer a query by a client or other external stakeholder as a veterinarian. Scores in both courses increased by 1.8 times from before to after the material was presented, with a change from a mean score denoting lack of confidence in ability to answer the question completely to a mean score denoting confidence in ability to answer the question without consulting resources. Students overwhelming agreed that this exercise was valuable in helping them see what knowledge they had gained. This kind of assessment is a tool that can be used in the future for more coursework as we build toward a more competency-based model and look for ways to evaluate the students from our college and South Dakota State University as part of the 2+2 program.

Using a survey of “what we wish they knew” to guide and foster collegiate culture and curricular change.

Burton_Root Survey_Call_for_Cultural_Change UMN CVM Ed Day 2021.pdf

Author: EN Burton, MV Root Kustritz

The College of Veterinary Medicine (CVM) surveyed clinical and pre-clinical veterinary students (classes of 2019-2022) and faculty to gain greater understanding of the strengths and opportunities surrounding collegiate culture. The students were asked “what they wish their professors knew” that would enhance their learning experience. The faculty were asked “what they wish the students and administration knew” about their personal and professional roles. Overall student response rate was 23% with fairly equal participation from the pre-clinical years. Overall faculty response rate was ~30% with fairly equally participation from the 3 CVM departments. Both cohorts’ value and rally behind cultivating a culture that promotes exceptional student focused learning, well-being, and encourages lifelong learning with concerns surrounding overall workload and lack of time to complete tasks. Students tended to focus additionally on educational debt and curricular design concerns. Faculty tended to focus on concerns surrounding administrative support, metrics for workload determination, and the hope for a culture that students allowed for the grace to “be human” and the similar initiatives for faculty surrounding mental health and wellness. Faculty were surveyed on free time enjoyments and responses revealed a wide breadth of activities that could be leveraged as the foundation for unifying collegiate cultural. Data will be used to foster collegiate culture shifts, educational policies and metrics, and to support needs analysis in curriculum review.

Veterinary student attitudes about swine change after lectures and a farm visit

Poster Education Day_2021_Ventura_Zhitnitskiy.pdf

Author: Beth A Ventura, Claire MHA Terreaux and Perle E Zhitnitskiy

Veterinary schools are facing the challenge of increasing animal welfare (AW) training while also attracting future practitioners to livestock medicine. Both objectives may be better achieved through farm visits early in veterinary training. First year veterinary students at the University of Minnesota (n=103) were surveyed during the Spring 2019 Professional Development II course to document their attitudes, and values relative to pigs, AW, and the industry before and after classroom and online lectures and a visit to a farrow-to-wean farm. Quantitative (Kruskal-Wallis, Kendall tau-c and Chi-Square) and qualitative (content analysis) analyses were used to identify shifts in attitudes and associations with demographics and use of the AW values of biological functioning, affective state, and natural living. Most students were female (85.4%), from urban/suburban backgrounds (68.9%), and did not wish to work with livestock (66.0%). Attitudes toward pigs (p=0.0152) improved after visiting the farm. Satisfaction with AW on most commercial farms shifted after the farm visit (p=0.0003), with those valuing biological functioning becoming more satisfied (p=0.0342). In contrast, students who visited the farm when enrichment was provided were more dissatisfied compared to those who toured the farm without enrichment (p=0.0490). Those referencing natural living (p=0.0047) rated the toured farm as a poorer steward of welfare. Students’ AW concerns included behavioral restriction in individual stalls and injury and lameness in group pens. Farm visits are an important tool in veterinary education, but may result in segmentation in student attitudes relative to livestock welfare.

Virtual field trips in Veterinary Education (CVM 6905 & 6907)

Education_day_2021_Poster_Zhitnitskiy_Goldsmith_Nault (May update).pdf

Author: Perle E. Zhitnitskiy, André J. Nault, Timothy Goldsmith

Field trips to animal facilities have long been a part of the Professional Development courses in the 1st year of the DVM curriculum. There have been seven different ones offered over the years: equine, dairy, beef, poultry, swine, small ruminant, and humane society. These require significant cost and time investments, as some of the farms are located a significant distance from campus.

With the COVID pandemic, visiting farms in person was no longer an option. This poster describes how different technologies were used to deliver a substitute experience.

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