Student preparation and the power of visual input in veterinary surgical education: an empirical study

Research output: Contribution to journal › Journal article › Research › peer-review

Standard

Student preparation and the power of visual input in veterinary surgical education : an empirical study. / Langebæk, Rikke; Nielsen, Søren Saxmose; Koch, Bodil Cathrine; Berendt, Mette.

In: Journal of Veterinary Medical Education, Vol. 43, No. 2, 2016, p. 214-221.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Langebæk, R, Nielsen, SS, Koch, BC & Berendt, M 2016, 'Student preparation and the power of visual input in veterinary surgical education: an empirical study', Journal of Veterinary Medical Education, vol. 43, no. 2, pp. 214-221. https://doi.org/10.3138/jvme.1015-164R

APA

Langebæk, R., Nielsen, S. S., Koch, B. C., & Berendt, M. (2016). Student preparation and the power of visual input in veterinary surgical education: an empirical study. Journal of Veterinary Medical Education, 43(2), 214-221. https://doi.org/10.3138/jvme.1015-164R

Vancouver

Langebæk R, Nielsen SS, Koch BC, Berendt M. Student preparation and the power of visual input in veterinary surgical education: an empirical study. Journal of Veterinary Medical Education. 2016;43(2):214-221. https://doi.org/10.3138/jvme.1015-164R

Author

Langebæk, Rikke ; Nielsen, Søren Saxmose ; Koch, Bodil Cathrine ; Berendt, Mette. / Student preparation and the power of visual input in veterinary surgical education : an empirical study. In: Journal of Veterinary Medical Education. 2016 ; Vol. 43, No. 2. pp. 214-221.

Bibtex

@article{1b2b40b0dc824cf3a2f12999f82ba077,
title = "Student preparation and the power of visual input in veterinary surgical education: an empirical study",
abstract = "In recent years, veterinary educational institutions have implemented alternative teaching methods, including video demonstrations of surgical procedures. However, the power of the dynamic visual input from videos in relation to recollection of a surgical procedure has never been evaluated. The aim of this study was to investigate how veterinary surgical students perceived the influence of different educational materials on recollection of a surgical procedure.  Furthermore, we investigated if surgical technique was associated with a certain method of recollection or use of educational material. During a basic surgical skills course, 112 fourth-year veterinary students participated in the study by completing a questionnaire regarding method of recollection, influence of individual types of educational input, and homework preparation. Furthermore, we observed students performing an orchiectomy in a terminal pig lab. Preparation for the pig lab consisted of homework (textbook, online material,including videos), lecture, cadaver lab, and toy animal models in a skills lab. In the instructional video, a detail was used that was not described elsewhere. Results show that 60% of the students used a visual dynamic method as their main method of recollection and that video was considered the most influential educational input with respect to recollection of a specific procedure. Observation of students{\textquoteright} performance during the orchiectomy showed no clear association with students{\textquoteright} method of recollection but a significant association (p = .002) with educational input. Our results illustrate the power of a visual input and support prior findings that knowledge is constructed from multiple sources of information.",
keywords = "veterinary students, surgery, surgical training, veterinary education, multimodal teaching methods, visual input, educational methods, instructional video",
author = "Rikke Langeb{\ae}k and Nielsen, {S{\o}ren Saxmose} and Koch, {Bodil Cathrine} and Mette Berendt",
year = "2016",
doi = "10.3138/jvme.1015-164R",
language = "English",
volume = "43",
pages = "214--221",
journal = "Journal of Veterinary Medical Education",
issn = "0748-321X",
publisher = "University of Toronto Press * Journals Division",
number = "2",

}

RIS

TY - JOUR

T1 - Student preparation and the power of visual input in veterinary surgical education

T2 - an empirical study

AU - Langebæk, Rikke

AU - Nielsen, Søren Saxmose

AU - Koch, Bodil Cathrine

AU - Berendt, Mette

PY - 2016

Y1 - 2016

N2 - In recent years, veterinary educational institutions have implemented alternative teaching methods, including video demonstrations of surgical procedures. However, the power of the dynamic visual input from videos in relation to recollection of a surgical procedure has never been evaluated. The aim of this study was to investigate how veterinary surgical students perceived the influence of different educational materials on recollection of a surgical procedure.  Furthermore, we investigated if surgical technique was associated with a certain method of recollection or use of educational material. During a basic surgical skills course, 112 fourth-year veterinary students participated in the study by completing a questionnaire regarding method of recollection, influence of individual types of educational input, and homework preparation. Furthermore, we observed students performing an orchiectomy in a terminal pig lab. Preparation for the pig lab consisted of homework (textbook, online material,including videos), lecture, cadaver lab, and toy animal models in a skills lab. In the instructional video, a detail was used that was not described elsewhere. Results show that 60% of the students used a visual dynamic method as their main method of recollection and that video was considered the most influential educational input with respect to recollection of a specific procedure. Observation of students’ performance during the orchiectomy showed no clear association with students’ method of recollection but a significant association (p = .002) with educational input. Our results illustrate the power of a visual input and support prior findings that knowledge is constructed from multiple sources of information.

AB - In recent years, veterinary educational institutions have implemented alternative teaching methods, including video demonstrations of surgical procedures. However, the power of the dynamic visual input from videos in relation to recollection of a surgical procedure has never been evaluated. The aim of this study was to investigate how veterinary surgical students perceived the influence of different educational materials on recollection of a surgical procedure.  Furthermore, we investigated if surgical technique was associated with a certain method of recollection or use of educational material. During a basic surgical skills course, 112 fourth-year veterinary students participated in the study by completing a questionnaire regarding method of recollection, influence of individual types of educational input, and homework preparation. Furthermore, we observed students performing an orchiectomy in a terminal pig lab. Preparation for the pig lab consisted of homework (textbook, online material,including videos), lecture, cadaver lab, and toy animal models in a skills lab. In the instructional video, a detail was used that was not described elsewhere. Results show that 60% of the students used a visual dynamic method as their main method of recollection and that video was considered the most influential educational input with respect to recollection of a specific procedure. Observation of students’ performance during the orchiectomy showed no clear association with students’ method of recollection but a significant association (p = .002) with educational input. Our results illustrate the power of a visual input and support prior findings that knowledge is constructed from multiple sources of information.

KW - veterinary students

KW - surgery

KW - surgical training

KW - veterinary education

KW - multimodal teaching methods

KW - visual input

KW - educational methods

KW - instructional video

U2 - 10.3138/jvme.1015-164R

DO - 10.3138/jvme.1015-164R

M3 - Journal article

C2 - 27152494

VL - 43

SP - 214

EP - 221

JO - Journal of Veterinary Medical Education

JF - Journal of Veterinary Medical Education

SN - 0748-321X

IS - 2

ER -

ID: 163862939