TY - JOUR

T1 - A Virtual Veterinary Emergency Clinic

T2 - investigation of students perceptions and self-efficacy beliefs

AU - Langhorn, Rebecca

AU - Bjørnvad, Charlotte Reinhard

AU - Sandal, Anne Marie Fog

AU - Willesen, Jakob

AU - May, Michael

AU - Langebæk, Rikke

PY - 2018

Y1 - 2018

N2 - At the University of Copenhagen, companion animal emergency medicine is taught in a clinical environment after students’ completion of basic theoretical and clinical courses. Students are often anxious about emergency shift partici-pation and the prospect of being the responsible veterinarian in emergency sit-uations. This study aimed to investigate whether inclusion of virtual patients in addition to real-life patients would increase students’ perceived self-efficacy in emergency medicine. Sixty-seven students were divided into two groups, one of which participated in regular emergency rotations, while the other also learned in a Virtual Emergency Clinic (VEC). Participating students were given a ques-tionnaire regarding course experience and self-efficacy, with responses on a 10-point Likert scale. The VEC group expressed a higher level of knowledge and sig-nificantly higher level of exposure to and ability to handle emergency patients. In addition, virtual problem-based learning appeared to increase veterinary students’ self-efficacy with regard to managing emergency patients in their fu-ture careers.

AB - At the University of Copenhagen, companion animal emergency medicine is taught in a clinical environment after students’ completion of basic theoretical and clinical courses. Students are often anxious about emergency shift partici-pation and the prospect of being the responsible veterinarian in emergency sit-uations. This study aimed to investigate whether inclusion of virtual patients in addition to real-life patients would increase students’ perceived self-efficacy in emergency medicine. Sixty-seven students were divided into two groups, one of which participated in regular emergency rotations, while the other also learned in a Virtual Emergency Clinic (VEC). Participating students were given a ques-tionnaire regarding course experience and self-efficacy, with responses on a 10-point Likert scale. The VEC group expressed a higher level of knowledge and sig-nificantly higher level of exposure to and ability to handle emergency patients. In addition, virtual problem-based learning appeared to increase veterinary students’ self-efficacy with regard to managing emergency patients in their fu-ture careers.

M3 - Journal article

VL - 13

SP - 120

EP - 133

JO - Dansk Universitetspædagogisk Tidsskrift

JF - Dansk Universitetspædagogisk Tidsskrift

SN - 1901-5089

IS - 25

M1 - 25

ER -