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Journal articles on the topic 'Equine students'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Janecka, Leslie. "192 Meeting Industry Needs and Changing Dynamics of Equine Students." Journal of Animal Science 98, Supplement_3 (November 2, 2020): 23. http://dx.doi.org/10.1093/jas/skaa054.040.

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Abstract Over the past twenty years, the “typical” equine student has drastically changed. Today’s equine and agriculture students now come from a more urban, rather than rural background, which presents a challenge to the traditional equine programs where research and horse husbandry were the norm. Equine programs at colleges and universities have had to change in order to accommodate these non-traditional students; however, industry needs, especially as it relates to the horse as a production animal have not changed. The challenge therefore is to bring together what the industry needs with the available talent “the students” and what colleges and universities can offer with ever increasing limited budgets. Using data from twenty years of applicants (>1000) to the Kentucky Equine Management Internship program, we compared today’s equine student to those of five, ten and twenty years ago to demonstrate the changing dynamics and evolution of today’s equine undergraduate student. We also examined transcripts of these equine interns to assess what courses the students are actually taking. The needs of the modern equine production farm were also analyzed in so that recommendations can be made as to the sustainability of equine programs to meet the needs of the equine industry going forward.

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2

Guinnefollau, Lauréline, Erica K. Gee, Charlotte F. Bolwell, Elizabeth J. Norman, and Chris W. Rogers. "Benefits of Animal Exposure on Veterinary Students’ Understanding of Equine Behaviour and Self-Assessed Equine Handling Skills." Animals 9, no. 9 (August 28, 2019): 620. http://dx.doi.org/10.3390/ani9090620.

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Horses are one of the most dangerous animals veterinarians have to work with. For many veterinary students, their first exposure to horses occurs during practical classes. To evaluate the level of knowledge students have of equine behaviour and their equine handling competency when entering the programme, 214 veterinary students (1st and 4th year) were recruited to participate in a questionnaire. Participants were asked to choose one out of 12 terms that best represented the affective state of a horse in a picture, and to self-assess their equine handling skills. Half (n = 56/115) of the first-year students correctly interpreted the horse’s behaviour. The majority had (1) a poor understanding of equine learning mechanisms and (2) poor self-rated equine handling skills. A history of pet ownership (p = 0.027) and the presence of horses on their family property (p = 0.001) were significantly associated with a correct understanding of equine behaviour. Fourth-year students were three times more likely to accurately interpret the horse’s behaviour (p = 0.01) and rated their handling skills higher than first-year students (p = 0.006). These results suggest that previous animal experience confers a considerable advantage to interpret equine behaviour and highlight the critical importance of practical training in the veterinary programme.

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Roberts, Florence, Judy Bradberry, and Cheryl Williams. "Equine-Facilitated Psychotherapy Benefits Students and Children." Holistic Nursing Practice 18, no. 1 (January 2004): 32–35. http://dx.doi.org/10.1097/00004650-200401000-00006.

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4

Anderson, Kathy. "193 Equine teaching programs – where do they fit?" Journal of Animal Science 98, Supplement_3 (November 2, 2020): 22–23. http://dx.doi.org/10.1093/jas/skaa054.039.

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Abstract Equine teaching programs in Animal Science Departments throughout the Midwest region land grant institutions have greatly expanded over the past 20 years. However, private schools with equine programs focused on large equitation programs have shown a reduction in recent years. Most indicated cost and reduced student numbers as factors to the decline. In evaluation of 12 land-grant institutions in the Midwest Animal Science region, 100% offer one or more equine Animal Science courses with a range of 1 to 16 different equine focused courses. Nearly all schools offer a combination of lecture and “hands-on” courses. Lecture courses focused on management, nutrition, evaluation, etc. were offed at all 12 institutions with most offering between 2 to 4 equine lecture type courses. Enrollments in these courses range between 10 – 50 students or more. However, highly popular hands on courses covering training, equitation, and handling have lower enrollment limits (10-15), lab fees, and schools offer between one to 6 different courses. Makeup of students enrolling in all courses is highly diverse from students with extensive prior horse skills and experience, to those with minimal experience. Furthermore, all of the institutions evaluated used the equine courses within their Animal Science major and three offered an Equine Option within Animal Science. However, this may be reflective of the structure of each Animal Science Department. Equine courses tend to be highly popular and attract students from various majors across intuitions. Offering courses to serve and attract this diverse student population is a challenge to departments, especially with the increased cost of maintaining herds for highly popular hands on courses. However, departments must strive to find a balance between lecture/distance and hands-on courses to provide students the educational experience exposing them to the equine industry and future careers.

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Lee, Samantha, Katie Cagle-Holtcamp, Molly Nicodemus, Holly Evans, Avery Walters, and Alicia Gilmore. "PSIV-32 Do self-assessments reflect actual skill level of the student in an introductory equine laboratory course?" Journal of Animal Science 98, Supplement_4 (November 3, 2020): 469. http://dx.doi.org/10.1093/jas/skaa278.817.

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Abstract In the hiring process, employers look for confidence in a potential employee. This confidence is particularly important in the equine industry when a lack of confidence can create safety issues for both the handler and horse. Earlier studies report previous exposure to horses gives students an advantage in the understanding of equine behavior and self-reported equine handling abilities. However, does this understanding and perceived ability reflect actual equine handling skills? Course assessments by instructors in determining student learning and abilities often defer to student self-assessments, but the exposure to the horse may only develop a perceived confidence and not an actual skill set. Therefore, the objective of the study was to compare students’ perceived confidence in equine handling to actual skill level. Study participants were enrolled in introductory equine laboratory courses (n = 83) during the fall semester. Laboratories consisted of basic equine handling activities that were covered over 30 contact hours throughout the semester. Students worked with horses on a weekly basis for 2 hours each week for 10 weeks. A survey instrument consisting of 18 questions was given at the beginning (pre-) and end (post-) of the semester. Questions focused on the student’s confidence in their perceived equine handling skills. Students ranked their confidence with a score from 1 to 5 with 5 indicating a high confidence level. Laboratory instructors completed a 10 question pre- and post- skill assessment. Each question ranked the students’ skills 1–4 with 4 indicating a high skill level. By the end of the semester, students improved both in their self-assessed confidence (P < 0.05) and in their instructor-assessed skill level (P < 0.05) with a positive correlation seen between the two assessment methods. Thus, instructors limited on how they can assess a student can defer to self-assessments when evaluating course impact in an introductory equine laboratory course.

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Walters, Avery, Katie Cagle-Holtcamp, Molly Nicodemus, Holly Evans, Samantha Lee, and Alicia Gilmore. "PSIV-31 Do community-engaged learning courses benefit the equine student over a traditional laboratory setting?" Journal of Animal Science 98, Supplement_4 (November 3, 2020): 468–69. http://dx.doi.org/10.1093/jas/skaa278.816.

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Abstract Vocational training is essential in developing both the skills and confidence to perform these activities within a profession. This type of training can be achieved through a traditional laboratory setting or within a laboratory centered around community engagement activities. While the benefits of both types of pedagogical strategies have been documented, comparison of these approaches to teaching in the equine environment is limited, and yet, development of skills and confidence is essential to the equine student as they step into the equine industry. Therefore, the objective of the study was to compare development of students’ confidence levels and skills through a traditional equine laboratory-setting to that of a community-engaged pedagogy. The study was conducted over the fall semester. A survey instrument was given at the beginning (pre-) and end (post-) of each semester for a weekly 2-hour traditional equine laboratory (TL; n = 36) and an equine course with a weekly 2-hour equine community engagement activity (CE; n = 47). Students in both course types completed a total of 30 hours handling horses during the semester. The survey consisted of 18 questions evaluating the student’s confidence in their perceived equine horsemanship skills. Students ranked their confidence from 1–5 with 5 indicating higher confidence. A skill assessment was completed by course instructors in conjunction with the students’ self-evaluation surveys. The skill assessment consisted of 10 questions with instructors ranking skills from 1–4 with 4 indicating higher skill level. Paired samples t-tests showed significant differences by the end of the semester in the skill assessment scores for both the TL and CE courses (P < 0.01) and in the student-perceived confidence levels for the CE course (P < 0.01). Although results indicate that both pedagogical strategies can be beneficial in equine skill development, community-engaged learning courses can provide a more effective approach to improving confidence in equine students.

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Mortensen, C. J., and A. C. Thoron. "Learning style preferences of equine industry focused students." Journal of Equine Veterinary Science 33, no. 5 (May 2013): 392. http://dx.doi.org/10.1016/j.jevs.2013.03.159.

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8

Murphy, Lynne, Jacqueline Wilson, and Stacey Greenberg. "Equine-Assisted Experiential Learning in Occupational Therapy Education." Journal of Experiential Education 40, no. 4 (June 16, 2017): 366–76. http://dx.doi.org/10.1177/1053825917712732.

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Equine-assisted occupational therapy (EAOT) employs horse and human cooperation in activities that facilitate social, emotional, and cognitive development. The potential benefits of equine-assisted activities for students may influence the development of these types of skills in professional occupational therapy practice. This study explored the experience of students who participated in EAOT, related to problem-solving skills, analysis of activities, tolerance for ambiguity, effective communication, and reflection skills. Sixty occupational therapy students participated in EAOT, and completed a pretest and posttest survey regarding the experience. Changes in students’ perceptions of comfort with ambiguity, problem solving, reflection, and activity analysis skills were examined. Student responses to broad questions allowed for thematic review of the benefits and challenges of this form of experiential learning. Students were initially fearful of experiential learning; however, a statistically significant improvement in tolerance to ambiguity was identified following the session. In addition, students perceived improved problem-solving skills, ability to analyze activities, and more effective communication skills. Clear benefits were identified in the equine-assisted experience for occupational therapy students. Additional study is warranted to allow for objective measures of tolerance for ambiguity and to explore additional learning outcomes related to readiness for clinical practice.

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9

Gronqvist, Gabriella, Chris Rogers, Erica Gee, Audrey Martinez, and Charlotte Bolwell. "Veterinary and Equine Science Students’ Interpretation of Horse Behaviour." Animals 7, no. 12 (August 15, 2017): 63. http://dx.doi.org/10.3390/ani7080063.

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10

Pelyva, Imre Zoltán, Réka Kresák, Etelka Szovák, and Ákos Levente Tóth. "How Equine-Assisted Activities Affect the Prosocial Behavior of Adolescents." International Journal of Environmental Research and Public Health 17, no. 8 (April 24, 2020): 2967. http://dx.doi.org/10.3390/ijerph17082967.

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Multiple studies have investigated the positive effects of human–animal interactions and showed that animal-assisted activities can be successfully used to better human physical and mental health. Equine-assisted activities have also raised considerable attention within the field. Our research focuses on healthy students (aged 14–18) without deviations or special educational needs. We analyze the occurrence of behavior problems and prosocial behavior among adolescents who regularly have interactions with horses, and those who have no connection to horses at all. The subjects of our investigation completed the strengths and difficulties questionnaire (SDQ), and we use a ‘quasi’ 2 × 2 before-after control-impact design to analyze the data. Students studying equine-related vocations and students of other vocations are compared, at the beginning and at the end of their studies. Our results indicate that students of equine-related vocations are more helpful and empathetic, and have fewer behavior problems, than those studying other vocations. There is a negative correlation between prosocial behavior and behavior problems. The development of the prosocial behaviors of students with regular horse–human interactions is more remarkable than of those who have no connection to horses. With these results, we are going to confirm the hypothesis that equine-assisted activities correlate with positive behavioral traits among healthy adolescents.

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Pendergraft, J., R. Legere, and A. Rodríguez. "Mentoring Underrepresented Students through Sustainable Agricultural and Biological Research." Journal of Equine Veterinary Science 31, no. 5-6 (May 2011): 353–54. http://dx.doi.org/10.1016/j.jevs.2011.03.199.

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Vernon, K. L. "0823 Creating hands on learning opportunities for inexperienced equine students." Journal of Animal Science 94, suppl_5 (October 1, 2016): 396. http://dx.doi.org/10.2527/jam2016-0823.

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13

Evans∗, P. A., K. S. Jogan, N. E. Jack, A. Scott, and C. A. Cavinder. "University Students may be Better Prepared for Life after Working with Horses." Journal of Equine Veterinary Science 29, no. 5 (May 2009): 451–52. http://dx.doi.org/10.1016/j.jevs.2009.04.146.

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14

Schott, Harold C. "Fluid Therapy: A Primer for Students, Technicians, and Veterinarians in Equine Practice." Veterinary Clinics of North America: Equine Practice 22, no. 1 (April 2006): 1–14. http://dx.doi.org/10.1016/j.cveq.2005.12.021.

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15

Johnson, K. L., M. Rodgers, S. Garey, and C. L. Wickens. "Engaging undergraduate students in the development and delivery of Equine Extension programming." Journal of Equine Veterinary Science 33, no. 5 (May 2013): 399. http://dx.doi.org/10.1016/j.jevs.2013.03.174.

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16

Chapman-Waterhouse, Emily, Ayona Silva-Fletcher, and Kim David Whittlestone. "Examining the Use of Web-Based Reusable Learning Objects by Animal and Veterinary Nursing Students." International Journal of Web-Based Learning and Teaching Technologies 11, no. 3 (July 2016): 28–39. http://dx.doi.org/10.4018/ijwltt.2016070103.

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This intervention study examined the interaction of animal- and veterinary nursing students with reusable learning objects (RLO) in the context of preparing for summative assessment. Data was collected from 199 undergraduates using quantitative and qualitative methods. Students accessed RLO via personal devices in order to reinforce taught sessions. Interviewees reported that the RLO helped them meet the requirements of the curriculum. Quantitative data supported two valid points; the lack of engagement of students when given a free-choice and reluctance for self-assessment. The practical significance of the qualitative outcomes lies with how first year undergraduates on animal and veterinary nursing-related courses use RLO designed to address equine management and health topics, where the students have mixed equine experience.

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Hammer, C. J., A. R. Bach-Gorman, and E. L. Berg. "Equine-assisted counseling as an intervention for undergraduate female college students experiencing anxiety." Journal of Equine Veterinary Science 76 (May 2019): 118. http://dx.doi.org/10.1016/j.jevs.2019.03.183.

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18

Rossano∗, M. "Teaching Strategic Parasite Control to Undergraduate Students Using a Problem-based, Wet Laboratory Approach." Journal of Equine Veterinary Science 29, no. 5 (May 2009): 444–46. http://dx.doi.org/10.1016/j.jevs.2009.04.140.

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19

Brady, C. M., J. D. Peters, M. A. Voigt, and M. A. Russell. "Workforce skill attainment in students participating in a Short Term Equine Study Abroad course." Journal of Equine Veterinary Science 33, no. 5 (May 2013): 394. http://dx.doi.org/10.1016/j.jevs.2013.03.163.

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20

Schott, Harold C., Alejandro Estrada-Coates, Miriam Alva-Trujillo, Annette D. Petersen, Marc A. Kinsley, Melissa M. Esser, Jose Casillas, et al. "Equine Welfare in Practice: A Collaborative Outreach and Education Program with Michigan State University, Universidad Nacional Autónoma de México, and Universidad Veracruzana." Animals 9, no. 4 (April 13, 2019): 164. http://dx.doi.org/10.3390/ani9040164.

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There is great need for veterinary care for working equids worldwide. Addressing this need provides an opportunity for veterinary students to gain primary care experience. An annual two week collaborative outreach and educational program with Michigan State University (MSU), the Universidad Nacional Autónoma de México (UNAM) and the Universidad Veracruzana (UV) was developed to provide care for working equids in rural Mexican communities. From 2017 to 2019 24 US veterinary students and 25 Mexican veterinary students, interns and residents examined, vaccinated and dewormed more than 2200 equids and performed more than 80 castrations, 100 rectal palpations for pregnancy diagnosis, 220 dental floats and 320 hoof trims. They also treated many wounds, sarcoids, vampire bat bites and tick infestations and also saw unusual cases including tetanus, eye injuries, nuchal bursitis, cervical vertebral malformation and suspected vesicular stomatitis. Development of the collaborative MSU-UNAM-UV Equine Welfare in Practice Clerkship required vision, learning, relationship building, creativity, fund-raising and perseverance to develop and agree on mutually beneficial objectives for all participants. The project is largely financed through private donations and supplies provided by pharmaceutical companies. The outcome has been a highly successful program that could be used as a model by other Colleges of Veterinary Medicine world-wide.

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Shipman, Emma, John H. Burford, Mark Bowen, and Marco Duz. "Use of smartphones to aid the teaching of equine ocular fundus examination." Veterinary Record 186, no. 16 (March 13, 2020): 532. http://dx.doi.org/10.1136/vr.105544.

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BackgroundTeaching and learning how to perform examination of the ocular fundus is challenging. Smartphones can support to enhance students’ confidence and experience.MethodsFollowing an optional year-4 ophthalmoscopy practical using hand-held ophthalmoscopes, students completed a questionnaire using a visual analogue scale (VAS) investigating if students felt smartphone use aided learning and if student’s self-assessed confidence in visualising the ocular fundus had improved. VAS scores were compared using the Wilcoxon signed rank test (significance: P<0.05).ResultsAll 30 year-4 students attending the practical participated to the study. Confidence in performing direct ophthalmoscopy significantly increased after the practical. Confidence after the practical was 65.3 (±19.8) per cent compared with before the practical when confidence was 20.1 (±15.6) per cent (P<0.001). The perceived usefulness of traditional teaching was 62.3 (±23.8) per cent. The perceived usefulness of the teaching with the smartphone was 91.1 (±8.6) per cent. While students found both methods useful, they perceived the use of the smartphone to be significantly more useful (P<0.001). Free-text comments on the use of the smartphone were all positive and included ‘useful’, ‘fun’ and ‘good teaching tool’.ConclusionsThis study shows that students positively received the use of the smartphone, which can be a useful tool to teach the equine ocular examination to undergraduate veterinary students.

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Mair, T. S., D. R. Mountford, R. Radley, E. Lockett, and T. D. Parkin. "Mental wellbeing of equine veterinary surgeons, veterinary nurses and veterinary students during the COVID‐19 pandemic." Equine Veterinary Education 33, no. 1 (November 2, 2020): 15–23. http://dx.doi.org/10.1111/eve.13399.

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Pratt-Phillips, S. E., and K. S. Wilhelm. "Expectations of veterinary school costs and salary, in a group of pre-veterinary equine science students." Journal of Equine Veterinary Science 52 (May 2017): 119–20. http://dx.doi.org/10.1016/j.jevs.2017.03.200.

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Starke, Sandra D., and Stephen A. May. "Veterinary student competence in equine lameness recognition and assessment: a mixed methods study." Veterinary Record 181, no. 7 (August 11, 2017): 168. http://dx.doi.org/10.1136/vr.104245.

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The development of perceptual skills is an important aspect of veterinary education. The authors investigated veterinary student competency in lameness evaluation at two stages, before (third year) and during (fourth/fifth year) clinical rotations. Students evaluated horses in videos, where horses were presented during trot on a straight line and in circles. Eye-tracking data were recorded during assessment on the straight line to follow student gaze. On completing the task, students filled in a structured questionnaire. Results showed that the experienced students outperformed inexperienced students, although even experienced students may classify one in four horses incorrectly. Mistakes largely arose from classifying an incorrect limb as lame. The correct detection of sound horses was at chance level. While the experienced student cohort primarily looked at upper body movement (head and sacrum) during lameness assessment, the inexperienced cohort focused on limb movement. Student self-assessment of performance was realistic, and task difficulty was most commonly rated between 3 and 4 out of 5. The inexperienced students named a considerably greater number of visual lameness features than the experienced students. Future dedicated training based on the findings presented here may help students to develop more reliable lameness assessment skills.

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Sterle, J. A., and H. D. Tyler. "0824 Retaining urban students in animal science: The role of equine programs." Journal of Animal Science 94, suppl_5 (October 1, 2016): 396. http://dx.doi.org/10.2527/jam2016-0824.

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Vogelsang, M. M., M. Lazo, K. Harper, and M. Shehane. "132 Equine Assisted And Affiliated Therapies Provide Service-Learning Opportunities For Students." Journal of Animal Science 94, suppl_1 (February 1, 2016): 64. http://dx.doi.org/10.2527/ssasas2015-132.

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27

van Vollenhoven, Elize, Lizelle Fletcher, Patrick Collin Page, André Ganswindt, and Catharina Cornelia Grant. "Heart Rate Variability in Healthy, Adult Pony Mares During Transrectal Palpation of the Reproductive Tract by Veterinary Students." Journal of Equine Veterinary Science 58 (November 2017): 68–77. http://dx.doi.org/10.1016/j.jevs.2017.08.013.

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28

Camillo, F., D. Fanelli, A. Rota, M. Tesi, and D. Panzani. "Teaching palpation of the mare’s uterus and ovaries to Veterinary Medicine students using a herd of embryo recipients." Journal of Equine Veterinary Science 89 (June 2020): 103087. http://dx.doi.org/10.1016/j.jevs.2020.103087.

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van Vollenhoven, Elize, Catharina Cornelia Grant, Lizelle Fletcher, Martin Lance Schulman, Patrick Collin Page, and André Ganswindt. "Salivary Glucocorticoid and Fecal Glucocorticoid Metabolite Concentrations in Pony Mares During Transrectal Palpation of the Reproductive Tract by Veterinary Students." Journal of Equine Veterinary Science 70 (November 2018): 7–12. http://dx.doi.org/10.1016/j.jevs.2018.07.010.

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30

Nielsen, Brian D. "245 Equine research programs: Where are they going?" Journal of Animal Science 98, Supplement_3 (November 2, 2020): 21–22. http://dx.doi.org/10.1093/jas/skaa054.037.

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Abstract Those in the equine community have a strong desire for knowledge in the quest to provide the best care for their horses. Unfortunately, they often seek out advice through on-line sources and are quick to take anecdotal evidence or testimonials as fact. While those in the scientific community would encourage decisions to be made based upon quality research, often there are insufficient data available to answer questions posed by the industry. One of the reasons for this is limited resources. In the past it was common to have departmental-funded assistantships for graduate students. However, those assistantships have disappeared in many departments and now students are often supported through grants. Likewise, there is additional pressure by administrators for federal funding though “horse research” is often considered less important to such funding agencies as horses are viewed as recreational animals as opposed to being a food-producing animals. Hence, much funded equine research would fall under the category of product-testing. While somewhat limited in scope, such research may provide the opportunity to answer other research questions if projects are appropriately planned. However, such “side-projects” are only useful if adequate subject numbers and controls are in place. Reduced animal availability and increased costs of utilizing horses in research may necessitate using other animal models for horses to answer fundamental questions and, if appropriately designed, may allow projects to be competitive for federal funding. Especially as it pertains to junior faculty, collaborative research utilizing colleagues with specialized skills can be important in terms of promoting competitive and fundamental research proposals. While limited resources may increase the appeal for low-cost studies, there is still a need for well-designed studies that answer questions critical to the horse industry and doing quality research is important to enhance the reputation of equine research.

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Wires, C., B. Talbert, C. Croney, M. O'Haire, R. Hoffman, and C. Brady. "Interpretation and understanding of equine behavior terminology and learning theory in undergraduate students." Journal of Equine Veterinary Science 76 (May 2019): 116. http://dx.doi.org/10.1016/j.jevs.2019.03.178.

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Lebatteux, E., M. E. Rosbotham, A. Northrop, and K. L. Howells. "Comparative methods of preventing stereotypic behaviour in horses." BSAP Occasional Publication 32 (2004): 187–88. http://dx.doi.org/10.1017/s0263967x00041422.

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Over fifteen per cent of domesticated horses exhibit a form of stereotypic behaviour (Luescher, McKeown and Halip, 1991). These behaviours can represent or develop into health and welfare disequilibrium and crib–biting and weaving are two of the most commonly performed behaviours of this type. As these behaviours have been described as having no obvious function (Mason, 1991), procedures concerned with their ultimate prevention have been promoted within the equine industry. The aim of this study was to review the success of the physical, pharmacological, dietary, environmental and surgical methods available to horse owners for the prevention of equine stereotypies.A total of 300 questionnaires were distributed between riding schools, trekking centres and livery yards throughout the Northern counties of England along with horse owning BSc Equine students at Myerscough College, Lancashire. Of the total, 200 were distributed by post and the remainder researcher administered.

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33

Rossano, M. G., S. V. Burk, W. J. Silvia, E. S. Vanzant, A. J. Pescatore, and R. J. Harmon. "Comparison of demographic characteristics, animal science subject knowledge, academic performance and critical thinking skills in students majoring in animal science and equine science." Journal of Equine Veterinary Science 33, no. 5 (May 2013): 388. http://dx.doi.org/10.1016/j.jevs.2013.03.152.

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Warren, L. K., and B. D. Nielsen. "The use of a personal training challenge to improve comprehension of equine conditioning programs and increase personal fitness in students studying equine exercise physiology." Journal of Equine Veterinary Science 33, no. 5 (May 2013): 395–96. http://dx.doi.org/10.1016/j.jevs.2013.03.165.

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35

Reed, Sarah A. "382 Essential Skills for Future Equine Sports Rehabilitation Careers." Journal of Animal Science 100, Supplement_3 (September 21, 2022): 187. http://dx.doi.org/10.1093/jas/skac247.344.

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Abstract The field of equine sports medicine and rehabilitation is rapidly expanding with increasing career opportunities for individuals (non-veterinarians) in equine rehabilitation facilities. However, throughout the United States, there are limited educational opportunities for undergraduate students to prepare for this career. The objective of this study was to determine what practical skills and theoretical knowledge are deemed most useful for employment by professionals in this industry. To meet this objective, an Qualtrics survey was distributed through email and social media to veterinarians, veterinary professionals, rehabilitation service providers, and horse owners. In addition to demographics, the survey asked respondents to list practical skills and theoretical knowledge that are essential for professionals in the equine rehabilitation industry. The majority of the 117 respondents (84%) were located in the United States, with the remainder from Canada (5%), the United Kingdom (5%) and several other countries. Eighteen percent of respondents were veterinarians, 26% owned or managed rehabilitation facilities, 8.5% were veterinary technicians, and the remainder were horse owners, rehabilitation service providers, and others. Horse handling skills (19%) and communication skills (18%) were the most commonly listed practical skills deemed essential for rehabilitation professionals. Of the theoretical skills, evaluation of lameness (29.5%), anatomy (31%), and fundamentals of equine reconditioning programs (32%) were deemed similarly important for rehabilitation professionals. Together, these data indicate that an educational program in equine sports rehabilitation should include fundamental knowledge in lameness evaluation and rehabilitation methods as well as significant hands-on opportunities with rehabilitating horses and communicating about rehabilitation methods and progress with clients.

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Gordon, Stuart J. G., Charlotte F. Bolwell, Jessica L. Raney, and Nick Zepke. "Transforming a Didactic Lecture into a Student-Centered Active Learning Exercise—Teaching Equine Diarrhea to Fourth-Year Veterinary Students." Education Sciences 12, no. 2 (January 20, 2022): 68. http://dx.doi.org/10.3390/educsci12020068.

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Problem-solving abilities, creative and critical thinking, communication skills, and teamwork are now recognized as fundamental determinants of professional success, especially in vocational professions, such as veterinary science. Tertiary education is now obliged to provide opportunities for students to become proficient in these qualities. With this in mind, the principal author, an equine science senior lecturer, attempted to increase student engagement by developing a new active learning, student-centered one-hour teaching episode on ‘equine diarrhea’, to replace the traditional didactic lecture format. The aim of the study, therefore, was to share the principal author’s journey in the development and implementation of this active learning episode and to explain why it represents a simple but effective method of promoting student engagement. In addition, the adaptation of this method into an online teaching and learning format is briefly discussed. The effectiveness of this active learning method is also explored by comparing it with the traditional didactic method of delivery. Students in the active learning class reported that the learning activity had enhanced their skills in clinical reasoning, problem-solving, and communication. They also described themselves as active participants in the learning process. Students in the traditional didactic class reported that they were satisfied with the time allocated to the lecture, felt that the lecture was well organized and managed, and subsequently felt adequately prepared to answer conventional examination questions relating to equine diarrhea. Other issues, such as student resistance to changes in teaching formats, the effectiveness of group work or teamwork, levels of student confidence within an active learning environment, and the importance of high-quality facilitation during active learning activities, are also discussed in this paper. Although the active learning method described is not novel, the authors hope that fellow educators, across any tertiary discipline, might find that the method described represents a quick and simple method of transforming a single didactic lecture into an enjoyable and engaging learning activity.

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McCloughlin, Thomas J. J. "Personal Constructions of Biological Concepts – The Repertory Grid Approach." Center for Educational Policy Studies Journal 7, no. 1 (March 31, 2017): 93–110. http://dx.doi.org/10.26529/cepsj.16.

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This work discusses repertory grid analysis as a tool for investigating the structures of students’ representations of biological concepts. Repertory grid analysis provides the researcher with a variety of techniques that are not associated with standard methods of concept mapping for investigating conceptual structures. It can provide valuable insights into the learning process, and can be used as a diagnostic tool in identifying problems that students have in understanding biological concepts. The biological concepts examined in this work are ‘natural kinds’: a technical class of concepts which ‘appear’ to have invisible ‘essences’ meaning carrying more perceptual weight than being perceptually similar. Because children givemore weight to natural-kind membership when reasoning about traits, it would seem pertinent to apply such knowledge to deep-level research into how children reason in biology. The concept of natural kinds has a particular resonance with biology since biological kinds hold the distinction of being almost all natural kinds, such as when the same ‘stuff or thing’ takes many different forms. We have conducted a range of studies using a diversity of biological natural kinds, but in this paper, we wish to explore some of the theoretical underpinnings in more detail. To afford this exploration, we outline one case-study in a small group of secondary school students exploring the concept of ‘equine’ – that is, what is an equine? Five positive examples were chosen to engaged with by the students and one ‘outlier’ with which to compare the construction process. Recommendations are offered in applying this approach to biological education research.

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Lavery, Angela. "DIGITAL STORYTELLING AND INTERGENERATIONAL COLLABORATIONS: OLDER ADULTS AND COLLEGE STUDENTS." Innovation in Aging 6, Supplement_1 (November 1, 2022): 246. http://dx.doi.org/10.1093/geroni/igac059.977.

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Abstract The use of digital storytelling can be a helpful tool within community work, health and social work research and policy. Digital storytelling refers to life-story telling that can be done in a variety of ways and used to encourage social change and transformation. This presentation will include experience on how this method was used in a study and an intergenerational project between older adults and university graduate and undergraduate students. This group of older adults specifically shared their experiences with equine interactions and activities, while the university students worked with the older adults to create a digital story. For this study and project, recruitment included students enrolled in different disciplines. Discussion on digital storytelling’s connection to the narrative method and critical gerontology framework will be noted. Challenges and barriers, including Institutional Review Board and ethical considerations while preparing for this method will also be discussed.

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Artz, Nicole L., Jesse Robbins, and Suzanne T. Millman. "Outcomes of an Equine Assisted Learning Curriculum to Support Well-Being of Medical Students and Residents." Journal of Medical Education and Curricular Development 8 (January 2021): 238212052110164. http://dx.doi.org/10.1177/23821205211016492.

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Objectives of this study were to evaluate an equine assisted learning (EAL) curriculum designed for medical students and resident physicians, and to determine impacts of the curriculum on participant perceptions of burnout and well-being. The EAL curriculum incorporated evidence-based skills and concepts to increase happiness and/or resilience. A pre/post intervention design was used, with 18 EAL participants receiving the curriculum within their month-long community based primary care clerkship elective, and 10 control (CTL) participants who did not receive the curriculum within their clerkship elective. Three waves of surveys tested participant responses before, immediately after, and 3 months after the intervention. Patient Health Questionnaire-4 (PHQ-4) screened for depression and anxiety, and Maslach Burnout Inventory- Human Services Survey for Medical Personnel (MBI) addressed burnout. Analysis of covariance evaluated differences between EAL and CTL groups. EAL participants rated the curriculum highly (9.2 on a 10-point scale). The evaluations were overwhelmingly positive with participants able to identify key concepts that were most helpful, how they would apply those concepts to patient care and interactions with colleagues, and how the horses added value to their learning experience. Significant positive effects of EAL on burnout were identified in terms of improved MBI personal achievement scores, as well as a trend towards improved well-being scores. There was also a trend ( P < .08) towards PHQ-4 depression scores to be lower in EAL group at T3. In conclusion, this study is the first to provide AU: quantitative evidence of positive outcomes associated with an EAL curriculum designed to strengthen well-being in medical students and resident physicians.

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Coleman, Robert J. "359 Awardee Talk: Equine Science: A community that grew." Journal of Animal Science 98, Supplement_4 (November 3, 2020): 94–95. http://dx.doi.org/10.1093/jas/skaa278.172.

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Abstract Research, teaching, and extension related to horse production and management was once a part of land grant universities. Extension publications from the 1900s noted equine research and how to use that research in the feeding and management of horses used primarily for agricultural purposes. As the use of the horse in agriculture declined, so did the activities related to horses at those institutions. Times changed, and as horses regained in popularity for sport and recreation, so did the need for research, teaching, and extension. In the late 1960s, a group of researchers who were doing nutrition research on horses gathered to discuss the possibility of providing a forum for promoting equine research, facilitating effective communications between those who could use the information and develop a symposium. From this conversation came the Equine Nutrition and Physiology Society. The first meeting was held in 1968 in Lexington, Kentucky; with over 20 participants, the society started to meet its goals. The original materials presented were related to nutrition and digestive physiology, but the focus has expanded to include reproductive physiology, exercise physiology, genetics, biosciences and production and management. In addition to the research topics, there are also sections for those involved with Extension and Teaching to discuss how to use the new information. The support of graduate students has grown since they were first invited in 1977 to current participation across the spectrum of research topics and the addition of a strong undergraduate research section as well. The society started with 20 plus in attendance and grew to a membership of over 300 from around the world who come together every two years to discuss topics related to the horse.

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Spoormakers, T. J. P., E. A. M. Graat, F. M. Serra Bragança, P. R. van Weeren, and H. Brommer. "Rater agreement for assessment of equine back mobility at walk and trot compared to quantitative gait analysis." PLOS ONE 16, no. 6 (June 4, 2021): e0252536. http://dx.doi.org/10.1371/journal.pone.0252536.

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Background Lameness assessment in horses is still predominantly performed using subjective methods. Visual assessment is known to have moderate to good intra-rater agreement but relatively poor inter-rater agreement. Little is known about inter- and intra-rater agreement on the evaluation of back motion, for which no objective measurement technique in a clinical setting is available thus far. Objectives To describe inter- and intra-rater agreement of visual evaluation of equine back mobility. Study design Rater reliability study using a fully crossed design in which all horses are rated by all observers. This data is compared with objective gait analysis. Methods Seventy equine professionals (veterinarians and physiotherapists) and veterinary students evaluated videos of 12 healthy horses at walk and trot on a hard, straight line. Nine parameters related to back mobility were scored: general mobility, thoracic, lumbar, lumbosacral flexion and extension and left and right thoracolumbar latero-flexion. All parameters were compared with simultaneously measured quantitative motion parameters. After 1 month, six randomly chosen horses were re-evaluated by 57 observers. Results For each parameter inter- and intra-rater agreements were calculated using intra-class correlation coefficients. For all parameters, inter-rater agreement was very poor (<0.2). The mean intra-rater agreement of all observers and for all parameters was poor (~0.4) but varied between 0.0 and 0.96 for individual observers. There was no correlation between the visual subjective scoring and objective gait analysis measurements. Main limitations Horses were scored from videos and by lack of any existing (semi-) quantitative system, a custom-made system had to be used. Conclusions The poor inter- and intra-rater agreements of visual scoring of mobility of the equine back and the disagreement between subjective and objective gait analysis data, demonstrate the need for the development and introduction of objective, quantitative and repeatable techniques to assess equine back motion.

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Liou, Kevin T., Daniel S. Jamorabo, Rabih M. Geha, Constance M. Crawford, Paul George, and Fred J. Schiffman. "Foreign bodies: Is it feasible to develop tolerance for ambiguity among medical students through Equine-Facilitated learning?" Medical Teacher 41, no. 8 (March 11, 2019): 960–62. http://dx.doi.org/10.1080/0142159x.2019.1578876.

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Evans, H., M. Nicodemus, L. Irvin, C. Brunson, L. Beckman, E. Memili, and D. Jousan. "Volunteer impact in an equine-assisted activities and therapy program on confidence and knowledge in college students." Journal of Equine Veterinary Science 76 (May 2019): 110–11. http://dx.doi.org/10.1016/j.jevs.2019.03.164.

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Paudyal, Sushil, Leslie Frenzel, and Kathrin Dunlap. "Influencing Perceptions in Non-animal Science Majors: Impact of a High Enrollment, Asynchronous Core Curriculum Science General Animal Science Course." Journal of Animal Science 99, Supplement_2 (May 1, 2021): 45. http://dx.doi.org/10.1093/jas/skab096.083.

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Abstract Perceptions of animal production industry and background knowledge of animal science vary greatly amongst students, particularly non-animal science majors. The objective was to assess the influence of a large asynchronous core curriculum science course, General Animal Science, on non-major student perceptions and knowledge of animal science. Student surveys (n = 634) were conducted (preceding and subsequent to course completion. The majority (57.66%) indicated no agriculture background. Among those reporting an agriculture background, 47.82% indicated having animal industry experience, and a mean score of 4.22 [SD 2.96; Likert scale (0–10)] evaluating perceived strength of their agriculture background. Of respondents, 34.77% indicated experience with companion animal, 13.6% beef cattle, 12.5% equine, 10.4% sheep and goats, 8.01% swine, 9.7% poultry, and 3.5% dairy cattle. Post-course responses were received from 71% of the enrolled students (n=541), and comprised of freshman (0–29 credit hours; n = 81), sophomore (30–59, n = 142), junior (60–89; n = 141), senior (90+; n = 48). Respondents indicated a mean score of 7.51 [SD 2.47; Likert scale (0–10)] that this course increased their interest in animal science and indicated a mean score of 6.71 (SD 2.97) on motivation to further their animal science knowledge. Students reported they felt more informed in beef cattle (40.10%), dairy cattle (15.05%), equine (14.56%), poultry (10.92%), swine (4.61%), and small animal (6.55%) production industries. Respondents (98.06%) indicated increased confidence as an educated consumer of animal products and a majority (92.2%) agreed this course helped eliminate misconceptions related to the animal production industry. In addition, 34.22% responded extremely likely, and 50.73% somewhat likely to utilize course knowledge in their everyday life. We concluded that enrollment in the asynchronous core curriculum science course, General Animal Science, reduced misconceptions related to animal production and increased knowledge of and appreciation of the animal production industry in non-animal science majors.

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Littlewood, Katherine E., Ngaio J. Beausoleil, Kevin J. Stafford, Christine Stephens, Teresa Collins, Anne Fawcett, Susan Hazel, et al. "Exploring how end-of-life management is taught to Australasian veterinary students. Part 1: technical euthanasia." Veterinary Record 183, no. 22 (November 19, 2018): 691. http://dx.doi.org/10.1136/vr.104775.

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This descriptive study explored how end-of-life management was taught to students in all eight Australasian veterinary schools. A questionnaire-style interview guide was used by a representative at each university to conduct structured interviews with educators in a snowball sampling approach. Four categories of animals were addressed: livestock, equine, companion and avian/wildlife. This article focuses on the first part of the questionnaire: teaching the technical aspects of euthanasia. Euthanasia techniques were taught at more universities in clinical years than preclinical years. Clinical teaching relied on opportunities presenting, for example, euthanasia consultations. Few universities gave students a chance to practise euthanasia during a consultation and those that did were all with livestock. Competency in euthanasia techniques is an important aspect of clinical practice and these findings can be used to inform curriculum reviews of veterinary training.

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Findley, Judith, Emanuele Ricci, and Ellen Singer. "An anatomical and histological study of the equine proximal manica flexoria." Veterinary and Comparative Orthopaedics and Traumatology 30, no. 02 (2017): 91–98. http://dx.doi.org/10.3415/vcot-16-01-0016.

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SummaryObjectives: The main aim was to describe the gross and histological appearance of the equine manica flexoria and to identify any differences between the forelimbs and hind-limbs. An additional aim was to relate the findings to diagnostic and surgical anatomy of the manica flexoria.Methods: Measurements of the manica flex-oria were made on cadaveric limbs from horses free from pathology within the digital flexor tendon sheath. Histological sections, stained with haematoxylin and eosin and alcian- periodic acid schiff, were evaluated based on three micro-anatomical zones from dorsal to palmar or plantar. The prevalent tenocyte morphology, number, and distribution of blood vessels and nerves were described in each zone. Forelimb and hindlimb measurements were compared using a Students T-test.Results: Proximally, the manica flexoria attaches to the digital flexor tendon sheath via a reflection of areolar tissue. The fibrous manica flexoria is longer in the forelimb (32.0 ± 4.2 mm) than the hindlimb (29.4 ± 3.8 mm) (p = 0.04), with the areolar portion longer in the hindlimb (22.9 ± 5.3 mm) compared to the forelimb (16.7 ± 4.3 mm) limb (p = 0.0005). Histologically, degenerate blood vessels were prevalent in the palmar/ plantar regions and were associated with chondrocyte-like tenocytes, indicative of fibrocartilagenous metaplasia.Clinical significance: The study has provided a detailed anatomical description of the manica flexoria relevant for interpretation of diagnostic and surgical evaluation. Fibrocartilaginous metaplasia occurs on the palmar/plantar surfaces of the manica flex-oria.

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Gunning, P., A. Smith, V. Fox, D. M. Bolt, J. Lowe, C. Sinclair, T. H. Witte, and R. Weller. "Development and validation of an equine nerve block simulator to supplement practical skills training in undergraduate veterinary students." Veterinary Record 172, no. 17 (March 13, 2013): 450. http://dx.doi.org/10.1136/vr.101335.

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Nicodemus, M. C. "Application of a survey instrument for assessing equine interests and background for students enrolled in a companion animal course." Journal of Equine Veterinary Science 52 (May 2017): 122. http://dx.doi.org/10.1016/j.jevs.2017.03.205.

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Cagle-Holtcamp, K., M. Nicodemus, A. Gilmore, D. Christiansen, K. Galarneau, T. Phillips, B. Rude, P. Ryan, and W. Sansing. "Relationship between development of equine knowledge and feelings of emotional safety in college students enrolled in animal science courses." Journal of Equine Veterinary Science 76 (May 2019): 111. http://dx.doi.org/10.1016/j.jevs.2019.03.165.

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Oh, Kyoung-Su, and Sun-ju Sohn. "The Effects of Equine-assisted Activities and Therapy on Improving Maladjustment Behavior of Students in Juvenile Reformatory School PDF icon." Korean Juvenile Protection Review 30, no. 4 (November 30, 2017): 162–200. http://dx.doi.org/10.35930/kjpr.30.4.5.

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