Integrative veterinary medicine (IVM) describes the combination of complementary and
alternative therapies with conventional care and is guided by the best available
evidence. Veterinarians frequently encounter questions about complementary and
alternative veterinary medicine (CAVM) in practice, and the general public has
demonstrated increased interest in these areas for both human and animal health.
Consequently, veterinary students should receive adequate exposure to the principles,
theories, and current knowledge supporting or refuting such techniques. A proposed
curriculum guideline would broadly introduce students to the objective evaluation of
new veterinary treatments while increasing their preparation for responding to
questions about IVM in clinical practice. Such a course should be evidence-based,
unbiased, and unaffiliated with any particular CAVM advocacy or training group. All
IVM courses require routine updating as new information becomes available.
Controversies regarding IVM and CAVM must be addressed within the course and
throughout the entire curriculum. Instructional honesty regarding the uncertainties
in this emerging field is critical. Increased training of future veterinary
professionals in IVM may produce an openness to new ideas that characterizes the
scientific method and a willingness to pursue and incorporate evidence-based medicine
in clinical practice with all therapies, including those presently regarded as
integrative, complementary, or alternative.
Cross-disciplinary, team-based collaboration is essential for addressing today’s complex research questions, and librarians are increasingly entering into such collaborations. This study identifies skills needed as librarians integrate into cross-disciplinary teams, based on the experiences of librarians involved in the development and implementation of VIVO, a research discovery and collaboration platform. Participants discussed the challenges, skills gained, and lessons learned throughout the project. Their responses were analyzed in the light of the science of team science literature, and factors affecting collaboration on the VIVO team were identified. Skills in inclusive thinking, communication, perseverance, adaptability, and leadership were found to be essential.
This article describes the instructional design and development of an online, for-credit information literacy course for distance students at a large research university. The course was accepted for the university's Innovation Academy which is a new educational model where students blend on-and off-campus learning. Course development and sample assignments called "Literacy Labs" are described in detail, demonstrating how the course supports the American Library Association standards of information literacy, while acknowledging the role of students as content creators.
Educational technology programs from across the United States are offering graduate courses in games, simulations, and virtual environments (GSVE) to their students. However, these courses, until now, have not been systematically studied. This research uses a hermeneutical phenomenological approach to answer the research question: “How do instructors describe their experience teaching GSVE courses?” Five professors of educational technology that have taught GSVE courses were interviewed using a semi-structured protocol based on the TPACK (Technological Pedagogical Content Knowledge) framework. These data were analyzed both analytically and thematically. The results of the study showed a wide variety of topics, tools, and pedagogies are used within GSVE courses. The results had five themes emerge: Focus on Application and Theory, Experiential Learning and Constructivism, Instructor's Prior Experience with Games, Heterogeneous Student Populations, and Range of Technology Tools. These themes as well as these courses are highlighted within this paper. A discussion is provided.
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