Education Day 2022

Posters

Use the table of contents directly below to jump to the poster of your choosing:

Authors: Root Kustritz MV, Rupprecht R

Captions are automatically generated by Zoom or by passage through Kaltura. Captions are available with captured lectures for student review. In this study, automatically generated captions from Zoom, Kaltura, and YouTube were compared for accuracy with captions generated by a human being. Also investigated was the effect of speaker on accuracy of captioning – does the speed with which someone speaks or their accent alter accuracy of captioning? YouTube was by far the most accurate of the automatic captioning systems. There were numerous mistakes made by Zoom and Kaltura and some significantly altered meaning. Mistakes were due to the transcribing systems, not to things specific to the presenters. Instructors should get in the habit of reviewing transcripts of their lectures to ensure students are not misled. 

Author: Abby Brown

Historically, anatomy students noted there are ‘too many resources’ for learning anatomy. It seems that having too many places to look for information causes frustration and negatively impacts the overall student learning experience. The use of an eBook serves as a ‘One Stop Shop’ for students to access all of their essential course materials in one consolidated resource and allows instructors a streamlined way to deliver (and update) content. Creating an eBook of anatomy lab content has helped resolve student concerns about sifting through multiple anatomy resources.

Authors: Kendra Eginton , Erin Burton, and Wanda Gordon Evans

EPAs for veterinary clinical practice have been adapted at our institution into a web-based application, but utilization has been poor. Gamification has the potential to strengthen engagement and change behaviors. The objective of this study was to evaluate whether gamified instructor-based interventions are beneficial in driving utilization of existing assessment tools. A four-month contest with monetary incentives and a physical leaderboard was implemented for our surgery service. In the four months prior to gamification, no evaluations had been submitted by the surgery service. 50 evaluations were logged during the contest. The response rate was 85.7% for residents, 33.3% for faculty, 33.3% for interns, and 0.9% for technical staff.  As hypothesized, gamification resulted in increased logging of evaluations among all staff on the surgery service. Residents logged the largest number of evaluations. Clinicians that spent more time on clinics were more likely to submit evaluations. This demonstrates that novel strategies such as gamification can increase engagement among instructors. It also demonstrates that it is possible to increase utilization of already available educational tools through instructor-focused interventions. 

Authors: Milstein, M.S., Gilbertson, M.L.J., Bernstein, L.A., Hsue, W.

In order to address structural racism’s effects on patient care from individual to institutional scales, veterinary medicine must progress in its approach to DEI curricula. Given the recent changes to accreditation standards from the American Veterinary Medical Association Council on Education, veterinary colleges must more thoughtfully emphasize Diversity, Equity and Inclusion (DEI) into the veterinary curriculum. These efforts are critical to ensuring equitable care to all veterinary patients, and consequently, have major implications to veterinary clinical practice and public health. The Multicultural Veterinary Medical Association (MCVMA), along with nine other diversity, equity, and inclusion affinity organizations, developed a list of actionable items to address systemic racism in the veterinary profession. In this paper, we employ the MCVMA actionable items including: a) accountability and transparency, b) accessibility, outreach and engagement, and c) expanding membership and organization commitment, as a means to provide a framework for how to integrate anti-racism into the veterinary curriculum. We call for veterinary colleges to: shift DEI training from a framework of cultural competency to structural competency and cultural humility, extend DEI curricula beyond client communication and use service learning programs as a means to train students in equitable clinical practice, and recruit and support a diverse body of faculty and staff. By recognizing the effects of structural racism in veterinary medicine and highlighting specific examples of how it can be addressed through didactic coursework and experiential learning, we can craft a profession best equipped to fulfill the bonds of our veterinary oath long into the future.

Authors: Gerard Cramer, Timothy Goldsmith, Whitney Knauer, Erin Malone, Erin Royster, Perle Zhitnitskiy

Background

The curriculum at the UMN CVM allows DVM students to choose between several tracking options starting in the Spring semester of their third year. At this point, students with a food animal or rural career interest are advised to enroll in the following courses: Food and Fiber selective I and II (FF I and FF II), and Mixed & Food Animal Problems. A comprehensive review and update of the Food and Fiber courses was undertaken.

Summary of work

1. Curriculum changes were initiated and driven by a volunteer taskforce of Food Animal teaching faculty 

2. Overarching learning objectives and outcomes were identified and scaffolded between the 3rd year courses and final year rotations.

   • FF I: Day-1 competencies for mixed practice or individual medicine 

   • FF II: Day-1 competencies for population medicine in food animal productions 

   • Final year rotation prerequisites, content, and structure were rearranged to continue the scaffolded structure. 

3. Assessment topics were selected based on outcomes and adapted for various production animal species.

4. Hands-on activities including laboratories and numerous case discussions were added to  3rd year course content.

Results and next steps

Students’ overall satisfaction increased from 3.6 to 4.2 and from 3.5 to 3.9 out of 5 for FF I and FF II respectively and the emphasis given to hands-on experiences was greatly appreciated. Moving forward, the faculty taskforce is working to align the courses’ objectives with the day-1 competencies developed by the American Association of Veterinary Medical Colleges.

Authors: Timothy Goldsmith, Gerard Cramer, Whitney Knauer, Perle Zhitnitskiy

Background: Traditional methods of food animal rotation teaching includes the use of an ambulatory service model. Challenges encountered with this teaching paradigm at the UMN CVM have led to the use of a different model.

Non-Service Based Targeted Teaching Rotation Model: The outcomes of farm visits center around observation of management, application of concepts, real-world outcomes, evaluation of farm data to drive recommendations. Hands-on experiences and planned farm visits are selected based on the targeted concepts to be explored with the students instead of traveling to a farm with a burning issue. In a non-service based, student-centered teaching model, the absence of conflicting responsibilities such as providing service to a producer ensures that the learning experience remains central to the farm visit. In addition, this model allows instructors to highlight other stakeholders of the food animal production chain such as feedmills, harvesting facilities or auction markets, that are equally important aspects of production systems and key learning experiences for our students.

Next Steps: Alignment between the course learning objectives and the Competency-Based Veterinary Education framework will be streamlined. The creation of a metric other than caseload to describe the quality of students’ clinical education is of interest to these authors.

Authors: Wanda Gordon-Evans and Kendra Eginton

Entrustable Professional Activities (EPAs) are commonly assessed using an entrustable scale. The Small Animal Surgery and Anesthesia course at the University of Minnesota is a didactic course that provides students with the first live animal ovariohysterectomy opportunity within the core curriculum (EPA 6). However, prior to the live animal laboratory, there are individual prerequisite surgical skills required. The aim of this project was to evaluate the utility of an entrustable scale to assess these skills. The hypothesis was that the entrustable scale would encourage practice and be useful for learning as reported by students, and it would facilitate as reported by instructors. All students enrolled in SAS II were provided a checklist of skills needed prior to performing an OHE with the O-Score, a commonly used entrustable scale. The minimum score for the primary surgeon’s responsibilities was highlighted in green and the orange marked the area where remediation would be required. Overall, students had mixed feelings on the amount that the checklist aided in learning although 71% reported a 7 or better on the scale. This may be due to feelings that some instructors were easier than others. Students also practiced more because of this assessment. It is possible that a check off list without the scale would have elicited the same response. It is a limitation of the study that there is no direct comparison to check off list in addition to the low response rate.