Clinical Assistant Professor Texas A&M College Station, Texas
Presentation Description / Session Abstract: With the increasing use of ultrasonography in veterinary practice, veterinary education programs are obligated to provide greater opportunities for students to learn this diagnostic modality and ensure success in entry-level practice. There is a paucity of data to support the most effective means of training students in ultrasonography within the veterinary field and the debate continues on best practices for training undergraduate medical students. The goal of this study was to determine the impact of interactive multimedia on learning sonography in third year veterinary students at a North American veterinary college. Students were randomly assigned to one of three study methods: independent study (i.e., 45 minutes to read a highlighted book chapter), lecture (i.e., 45-minute lecture by a faculty member), or interactive multimedia (i.e., 45-minute narrated, interactive module). A written and practical test was administered after each study method. For the practical test, each student was required to capture a series of images from a live horse which were later scored blindly for image quality. Higher quality images were obtained by veterinary students after reviewing digital interactive materials than after reading analogous information in book chapters. There was no difference between traditional lectures and digital interactive tutorials. Students’ perceptions suggest that practical instruction facilitated by clinicians was a key component of the learning process of sonography. This study supports the use of interactive multimedia in preparing inexperienced veterinary students to perform sonography of the horse.
SOTL is a a relevant field for internists involved in academia.
Technology has a space in veterinary education and implementation can follow the scientific method