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Faculty at the College of Veterinary Medicine, Cornell University, have developed a bibliographic database of articles to support problem based learning. The database, its role in the curriculum, and its effectiveness in guiding, without undermining, self-directed learning were studied, using the goals of problem based learning as a framework. Students' self-reports in the form of end-of-course student evaluations were used to learn how students use the database and perceive its impact on student learning. Responses of 3 cohorts of approximately 84 students each representing 2 courses were analyzed. Many students in both courses used the database and found it useful in addressing learning issues. The database did not eliminate the "search stress" students had described, but findings suggest that there are two types of search difficulty. One was related to the mechanics of obtaining and copying papers, and the other was centered on learning hot to cope with too much information and reading for new key concepts. On the whole, the goals of the database appear to have been met. A majority of students in both courses used the resource to access relevant primary literature, and the database helped students focus on a smaller collection of key articles rather than the huge results often found in a Medline search. (SLD)

This study applies multidimensional scaling (MDS) to a knowledge organization problem involving 12 concepts in pulmonary physiology. The concept structures were derived from individual medical and veterinary students before and after focused instruction. One hundred seventy medical students and 85 veterinary medical students completed a questionnaire about the similarity or relatedness of the concepts in pairs before and after instruction. Results from the study permit two general conclusions. The first is that the data pass the coherence test in that the pairwise similarity judgment data about the concepts met the scientific standards for goodness of fit. The concept organization data analyzed by MDS and concept educational achievement data contained in the final examination scores were trustworthy. However, the other conclusion is that the correspondence of the data is not established. Data suggest that knowledge assessment using structural methods like MDS produces results that are different from results obtained by knowledge assessment using multiple-choice tests. Each of these two approaches to student assessment in pulmonary physiology yields solid data, but for practical purposes, the data have no common variance. (Contains 2 tables and 24 references.) (SLD)

This exploratory study examined how students responded to, and approached learning from, case-based instruction. Students' responses were defined in terms of their perceived interest, relevance, and confidence for learning from this method. Students' approaches were defined by goals, self-regulation strategies, and the evaluation criteria they used to focus their learning efforts. Fifty-eight first-year veterinary students in a case-based biochemistry laboratory course were classified according to their precourse performances on two self-regulated learning inventories. Nine students, representing high and low levels of self-regulation, were interviewed three times during the semester to explore initial and changing responses and approaches to case-based instruction. Using a constant comparative analysis method, three general categories were identified that reflected common themes in students' responses and approaches. These themes revolved around: (1) the value that students assigned to the case method of teaching; (2) the types of goals and evaluation criteria they used to focus their learning efforts; and (3) the manner in which they used reflective strategies to approach case-based instruction. (Contains 1 table and 17 references.) (Author)

Concept maps have been used successfully in science and mathematics education in a variety of settings. This paper describes the application of the metacognitive tool, concept mapping, to the development of an integrated veterinary curriculum, to the development of case-based exercises for problem-based learning, and as a learning tool for students working individually or in small groups. Examples are drawn from courses developed for a new veterinary curriculum implemented in 1993. Special attention is paid to a course taught to 65 veterinary students in the spring of 1995 on fluid and electrolyte disorders. Concept maps were integral to the design and delivery of the course, and were included in the final examination. The use of concept maps to this extent was well received by students. The vast majority claimed that the concept maps greatly facilitated their understanding of the relevant pathophysiologic mechanisms contributing to an acid/base disturbance or fluid disorder. Responses from the faculty involved with the course were also very positive. It is argued that concept maps can help make conceptual relationships explicit, identify errors and omissions, and reveal misconceptions in students' understanding. (Contains 1 table, 6 figures, and 40 references.) (Author/SLD)

This report reviews the University of Florida's College of Veterinary Medicine and provides an analysis of the institution's strengths and weaknesses, along with recommendations to improve the college's programs. It examines the college's degree programs, students, faculty, facilities, and resources, as well as actions taken to meet recommendations issued by the Florida Board of Regents and the American Veterinary Medical Association Council on Education recommendations in 1986 and 1987, respectively. The report notes that the college's strengths include a respected administration, a strong relationship with livestock, equine, and greyhound industries in the state, and quality students and faculty. Weaknesses include fragmented facilities on and off the main campus, low faculty salaries, and high faculty turnover. Between 1988 and 1994 the college lost 41 out of 97 faculty, largely due to individuals accepting better-paying positions at other institutions. It argues that the college needs to take steps to increase faculty salaries and prevent faculty turnover. Six appendixes include Board of Regents minutes, licensure examination results, results of a survey of graduates, comparative faculty salary data, data on faculty attrition, and the consultant's vita. Contains a 42-item list of original research reports. (MDM)

A study was designed in which a battery of 11 selected instruments was given to 320 professional students (four classes) at the University of Illinois College of Veterinary Medicine to measure a variety of parameters of brain function and cognitive ability. Results were to be used to develop ability or competency profiles, to compare scores, to identify abilities and skills that contribute to success, and to build a database of information about students' information-processing skills. The primary conclusion reached after reviewing all the scores is that, in spite of the national concern over a perceived weakness in female performance in the sciences, females in the study population were equal on every measure to their male counterparts, as shown by their average scores. Too little information was available to draw any conclusions about minority students. It was also observed that students' progress in the preclinical portion of the curriculum could be enhanced by students' having a more detailed view of their learning-related abilities and by instructors' understanding and appreciation of the competencies that contribute to academic achievement. Thirty-seven figures illustrate study findings. (Contains 18 references.) (SLD)

The process of transferring agricultural technology in many countries was studied to determine the perceived educational and financial needs of small-scale dairy farmers in Socopo, Venezuela. The following data were collected: (1) demographic characteristics--age, educational level, farm size, number of lactating cows, dairy farming experience, and family income; (2) perceived educational and financial needs; (3) sources of obtaining technical information and frequency of use; (4) teaching techniques; and (5) relationships between the demographic characteristics and perceived educational and financial needs. Data for the descriptive correlational study were collected through personal interviews (N=137). Descriptive statistics were used to accomplish study objectives. Study findings included the following: (1) there is a discrepancy in terms of educational needs in dairy farm management activities; (2) educational programs for farmers should be based on identified needs, not farmer characteristics; (3) farmers need the most financial help in forages and livestock areas; (4) farmers preferred veterinarians, county extension agents, and neighbors as information sources; and (5) farmers preferred interpersonal teaching techniques over mass media techniques. (NLA)

This document provides selected information on characteristics of health personnel disciplines, students preparing for these disciplines, their schools, projections of the personnel supply in each discipline to the year 2020, and discussions of whether the U.S. requirements for health personnel are likely to be met. Following an introduction, chapter 2 provides an overview of major personnel developments, including trends in education and training, the current supply of health care personnel, issues affecting health personnel, and health personnel in the coming years. Current and emerging health issues and personnel issues are covered in chapters 3 and 4. Among the health issues covered are an aging population, infant mortality, human immune deficiency virus, acquired immunodeficiency syndrome, substance abuse, access to health care, a changing health delivery system, and quality assurance and effectiveness in medical practice. The personnel issues addressed include declining applicants and enrollments, the shortage of nurses, primary health care concerns, concerns regarding allied health and public health labor supply, personnel for health care in geriatrics, and underrepresented minorities in the health professions. Chapter 5 discusses the data and methodology used to produce this report. The next 11 chapters provide information on physicians, dental personnel, nursing personnel, public health personnel, allied health personnel, optometrists, pharmacists, podiatrists, veterinarians, chiropractors, and physician assistants. The document contains reference lists that follow each chapter, 95 tables, and 75 figures. (CML)

This document compiles the reports of two surveys conducted by Cosumnes River College to determine the status of graduates of its Animal Health Technician program, and to assess the acceptance and use of such paraprofessionals by area veterinarians. Information concerning type of employment, state certification, salaries, types of duties, length of employment, future plans, and interest in continuing education was obtained from 47 of the 68 graduates of the program since its inception in 1972. Employment as an Animal Health Technician (AHT) was reported by 33 respondents, primarily in small animal care facilities; 14 respondents reported employment in related fields. Duties of the AHT's were concentrated in the areas of surgery and laboratory; only three respondents reported 50% or more time spent in front-office duties. Area veterinarians were surveyed concerning type of practice, training of currently employed paraprofessionals, opinions concerning appropriate starting salaries for certificated AHT's, interest in refresher skills courses for employees, curriculum preferences for AHT training, preferred areas of veterinary office practice activity, and job skills currently being performed by AHT's. Over half of the 71 responding veterinarians had trained their own paraprofessionals, but most were enthusiastic about the Cosumnes program. Open-ended comments of the respondents are included in each report. (JDS)

Information about state support for health professions education and for students attending health professions schools is presented, based on a request by the Senate Subcommittee on Health and Scientific Research. The Subcommittee will be considering legislation, during the 96th Congress, to extend and modify Titles VII and VIII of the Public Health Service Act, which authorize federal programs affecting the training and deployment of health personnel. State financial aid to selected health professions education from 1975 through 1980 is assessed, including three separate fiscal periods, and the relationship between federal capitation, state institutional aid, and tuition revenues is explored. Based on a survey of the states and site visits, information is also presented on state scholarships and loans, and on growth and changes in states' efforts to tie student financial assistance to future service payback principally in underserved communities. Trends in state commitments to the following health professions are analyzed: medicine; osteopathy; dentistry; optometry; pharmacy; podiatry; veterinary medicine; and diploma, associate-level, and baccalaureate-level nursing. Appended materials include: state financial aid program descriptions and statistical data for the 50 states and the District of Columbia; information on the health professions federal student assistant programs, 1979-80; and a description of the study methodology. (SW)

Because the number of students seeking admission to colleges of veterinary medicine exceeds the number that can be admitted, and because the changes that characterize veterinary students today have important implications for veterinary educators and administrators, this study focused on characteristics of undergraduate pre-veterinary students attending land grant universities in the South. The adjusted sample included 245 students with a major in pre-veterinary medicine, 79 students with pre-veterinary medicine as a second or dual major, and 749 animal science majors (for comparison purposes). The profiles described students' personal characteristics; family background; high school, agricultural, and college experiences; career influences; goals; and selected attitudes. The study documented the increased number of women seeking admittance to the veterinary profession and broad acceptance of female participation in the profession. Many pre-veterinary students lacked farm and agricultural experience. Very few of them were black or of other minority groups. A vast majority of pre-veterinary students, regardless of sex, residence, or minority status, possessed largely positive attitudes toward agriculture and the agricultural industry. They were influenced in their choice of occupation and educational curriculum by their parents and the local veterinarian. (CM)

Studied how students with high and low levels of self-regulation responded to and approached case-based learning was studied with 9 students representing high and low self-regulation levels among a class of 58 veterinary students. Students with high self-regulation were more likely to value case-based instruction. (SLD)

Discusses how the Veterinary Science Library at the University of Pretoria (South Africa) promotes electronic communication through various Internet and other network links. Provides a sample of online information sources available to veterinary teams and animal health workers, and a list of electronic addresses for South African libraries and institutions. (JKP)

The attitudes of 323 veterinarians toward professional continuing education were distilled into 3 dimensions: relevance, benefit, and accessibility. Significant differences were found between participants and nonparticipants. (SK)

Analysis of 551 Alberta veterinarians' intention to participate in continuing education revealed that the Triandis model of behavioral intention had greater predictive utility than the Fishbein-Azjen. Participation was largely determined by behavioral intention, which was influenced by attitude toward the program. (SK)

This report presents recommendations of the Pew Health Professions Commission regarding changes in health care education. It identifies 17 competencies that practitioners should be prepared for by the year 2005. Recommendations include: expand access to effective care; provide contemporary clinical care; emphasize primary care; participate in coordinated care; practice prevention; involve patients and families in the decision-making process; promote healthy lifestyles; assess and use technology appropriately; manage information; provide counseling on ethical issues; accommodate expanded accountability; and continue to learn. Health care trends by the year 2005 are identified, including efficiency and effectiveness through coordinated care; diversity and aging in the population; tensions in the expansion of science and technology; consumer empowerment; and an increasing role of values in shaping health care. Major strategies for change in health professional education recommended are: (1) schools should redefine their educational core; (2) schools should restructure for the tasks ahead; (3) universities should foster innovation; (4) health professional associations should facilitate professional redefinition; (5) government should support change in health professional education; and (6) the public should participate in redefining health care and the role of professionals. Appendices (comprising 80 percent of the report) include a report on health care issues and trends and the activities of The Pew Health Professions Commission. (DB)