The Impact of COVID-19 on Pre-Veterinary Opportunities and Recommendations for DVM Admissions

Trivedi, Shweta; Clark, Jessica C.; Royal, Kenneth D.

doi:10.3138/jvme-2020-0145

Cited by 2 publications

(1 citation statement)

References 5 publications

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“…It is quite likely that this practice also contributed to the higher number of students who did not sit the animal nutrition exam in summer term 2020. A survey from the USA (Trivedi et al, 2021) found that due to inability for work experience and practical opportunities, some students were reluctant to apply for veterinary college. Our observation that more students did not sit the animal nutrition exam in 2020 may have had similar reasons, when some students might have been delayed in the general progress of their studies.…”

Section: Discussionmentioning

confidence: 99%

Comparison of Veterinary Nutrition Exam Results After Classroom or Virtual Teaching During the COVID-19 Pandemic at a German University

Böswald¹,

Pankratz²,

Dobenecker³

et al. 2022

Front. Anim. Sci.

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Due to the COVID-19 pandemic, university teaching had to be kept up in spite of severe contact restrictions. Virtual teaching of animal nutrition was implemented at the Veterinary Faculty of the Ludwig-Maximilians-Universität (LMU) München, Germany, for both lectures and practical courses. Live online classes were held via Zoom®, and recordings were accessible afterwards. Animal nutrition is taught in the 5th and 6th term of the veterinary studies, followed by an oral state exam about subjects from both terms. In this study, the success of classroom vs. virtual teaching in veterinary animal nutrition was evaluated by comparison of exam results. Two exam cohorts (2019, before the pandemic; 2020, with one term of virtual teaching during the pandemic) were evaluated. The results indicated no significant difference of teaching method on the grades. However, there was a significantly higher probability of students not taking or failing the exam in the 2020 exam cohort, suggesting a general effect of the pandemic on the students. Additionally, two surveys were distributed among the students during summer term 2020 and winter term 2020/21, when virtual teaching due to the pandemic had been implemented for the first time. The survey results provide insights into the students' view of benefits and problems of virtual teaching in animal nutrition at the LMU. The majority was in favor of the live online format for lectures and courses in computed-based ration calculation, whilst feedstuff demonstrations were preferred in classroom setting.

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Section: Discussionmentioning

confidence: 99%

Comparison of Veterinary Nutrition Exam Results After Classroom or Virtual Teaching During the COVID-19 Pandemic at a German University

Böswald¹,

Pankratz²,

Dobenecker³

et al. 2022

Front. Anim. Sci.

View full text Add to dashboard Cite

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An Exploratory Study of the Impact of COVID-19 Pandemic Disruptions on Veterinary Medical Education

Karabulut-Ilgu,

Burzette

2023

Journal of Veterinary Medical Education

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The COVID-19 outbreak forced educators worldwide to transition to remote teaching, which caught most of the instructors and students off-guard. Instructors had to quickly adapt and find effective substitute teaching methods during this unprecedented period, while students had to maintain motivation and engagement in the learning process. As with all educational levels and disciplines, teaching and assessment in veterinary medicine were forced to change during this adjustment period. The biggest concern regarding educational experiences was potential learning loss caused by the disruption. This study examined whether COVID-19 pandemic disruptions negatively impacted veterinary students’ knowledge and skill acquisition in both basic science education, and clinical science education employing a quasi-experimental approach. Data sources included the results from standardized exams including Veterinary Educational Assessment (VEA®), the North American Veterinary Licensing Examination (NAVLE®), Objective Structured Clinical Examinations (OSCEs), and surveys (i.e., Senior Exit Survey, Alumni Survey, and the Employer Survey). Analysis of variance was computed to compare pre-COVID results with those attained during and after pandemic restrictions. The results indicated no statistically significant difference in student performance on standardized exams, but a significant drop in the mean scores for OSCEs. Students whose education was disrupted by COVID-19 pandemic restrictions were as much satisfied with the education they received as their peers whose education was not disrupted. Conclusions are discussed and recommendations for further research are provided.

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The Impact of COVID-19 on Pre-Veterinary Opportunities and Recommendations for DVM Admissions

Cited by 2 publications

References 5 publications

Comparison of Veterinary Nutrition Exam Results After Classroom or Virtual Teaching During the COVID-19 Pandemic at a German University

Comparison of Veterinary Nutrition Exam Results After Classroom or Virtual Teaching During the COVID-19 Pandemic at a German University

An Exploratory Study of the Impact of COVID-19 Pandemic Disruptions on Veterinary Medical Education

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