@article{gates_danielson_fogelberg_foreman_frost_hodgson_matthew_read_schoenfeld-tacher_2024, title={Cross-Sectional Survey of Student and Faculty Experiences with Feedback and Assessment of Clinical Competency on Final Year Rotations at American Association of Veterinary Medical Colleges (AAVMC) Member Institutions}, ISSN={["1943-7218"]}, DOI={10.3138/jvme-2023-0015}, abstractNote={ The clinical experiences, feedback, and assessment that veterinary students receive during final year rotations have a significant impact on whether they will achieve entry-level competency at the time of graduation. In this study, a cross-sectional survey was administered to American Association of Veterinary Medical Colleges (AAVMC) member institutions to collect baseline data about current feedback and assessment practices to identify key target areas for future research and educational interventions. Responses were received from 89 faculty and 155 students distributed across 25 universities. The results indicated that there are significant gaps between evidence-based approaches for delivering feedback and assessment and what was being implemented in practice. Most feedback was provided to students in the form of end-of-rotation evaluations sometimes several weeks to months after the rotation finished when faculty were unlikely to remember specific interactions with students and there were limited opportunities for students to demonstrate progress towards addressing identified concerns. Although the most valuable type of feedback identified by students was verbal feedback delivered shortly after clinical experiences, this method was often not used due to factors such as lack of time, poor learning environments within veterinary teaching hospitals, and lack of faculty training in delivering effective feedback. The results also indicated potential challenges with how non-technical domains of competence within the AAVMC Competency-Based Veterinary Education (CBVE) Framework are currently evaluated. Finding avenues to improve feedback and assessment processes in final year clinical settings is essential to ensure that veterinary students are adequately prepared for practice. }, journal={JOURNAL OF VETERINARY MEDICAL EDUCATION}, author={Gates, M. Carolyn and Danielson, Jared A. and Fogelberg, Katherine and Foreman, Jonathan H. and Frost, Jody S. and Hodgson, Jennifer L. and Matthew, Susan M. and Read, Emma K. and Schoenfeld-Tacher, Regina}, year={2024}, month={Feb} }
 @article{schoenfeld-tacher_2023, title={Appreciating Excellence in Veterinary Medical Education: A Tribute to Our <i>JVME</i> Editorial Board Members}, volume={50}, ISSN={["1943-7218"]}, DOI={10.3138/jvme-50.5-Editorial}, abstractNote={"Appreciating Excellence in Veterinary Medical Education: A Tribute to Our JVME Editorial Board Members." Journal of Veterinary Medical Education, 50(5), pp. 497–498}, number={5}, journal={JOURNAL OF VETERINARY MEDICAL EDUCATION}, author={Schoenfeld-Tacher, Regina}, year={2023}, month={Oct}, pages={497–498} }
 @article{foreman_read_coleman_danielson_fogelberg_frost_gates_hinckley-boltax_hodgson_lyon_et al._2023, title={Development and Use of the Competency-Based Veterinary Education (CBVE) Assessment Toolkit}, ISSN={["1943-7218"]}, DOI={10.3138/jvme-2023-0021}, abstractNote={ The Competency-Based Veterinary Education (CBVE) Analyze Working Group of the American Association of Veterinary Medical Colleges (AAVMC) Council on Outcomes-based Veterinary Education (COVE) has developed a CBVE assessment toolkit. The toolkit is designed to provide curriculum committees and individual instructors with an opportune intersection of the CBVE domains of competence and various assessment techniques. College-wide curriculum committees can use the toolkit to guide programs of assessment in the larger unit, ensuring that assessment methods are aligned with intended learning outcomes throughout the curriculum. On a smaller unit basis, the toolkit allows a single instructor or team of instructors to identify domains of interest for evaluation and then to identify various assessment tools appropriate to those domains. For each of 21 different assessment tools, the toolkit provides information that includes: a description; appropriate CBVE domains and competencies; examples; documented uses; evidence of efficacy; references; and links to illustrations if available. Because the toolkit is published online, periodic updates can be made as more data become available on the efficacy of various assessment tools relative to the CBVE domains in veterinary education. From programmatic assessment to single course examinations, the toolkit is intended to assist both administrators and faculty alike in understanding how different assessment approaches can support a variety of competency domains. }, journal={JOURNAL OF VETERINARY MEDICAL EDUCATION}, author={Foreman, Jonathan H. and Read, Emma K. and Coleman, Michelle C. and Danielson, Jared A. and Fogelberg, Katherine and Frost, Jody S. and Gates, M. Carolyn and Hinckley-Boltax, Ariana and Hodgson, Jennifer L. and Lyon, Shane and et al.}, year={2023}, month={Dec} }
 @article{dorman_poppenga_schoenfeld-tacher_2022, title={The Current State of Veterinary Toxicology Education at AAVMC Member Veterinary Schools}, volume={9}, ISSN={["2306-7381"]}, DOI={10.3390/vetsci9120652}, abstractNote={This study assessed the depth, breadth, and perception of toxicology education in curricula at Association of American Veterinary Medical Colleges (AAVMC) member veterinary schools. An online questionnaire was sent twice to all 54 AAVMC members and sent once to a veterinary toxicology list serve. The survey covered areas related to instructor demographics, the depth and extent of toxicology taught, and the respondent’s perceptions of their student’s ability to perform entrustable professional activities (EPA). Results were analyzed using descriptive statistics. Our survey resulted in a 44% response rate. All responding schools included toxicology in their curriculum, and it was a required course in 23 programs. Contact hours in stand-alone veterinary toxicology courses ranged from 14 to 45 h. Most respondents indicated that the current time allotted for toxicology was inadequate, despite indicating that most of their students could perform most EPAs autonomously. One exception related to the ability of students to analyze toxicology data. We found small variations in teaching methods and curriculum content. The results of our study can assist veterinary schools in evaluating their curricula to better prepare new graduates for the management of toxicology issues they may face in their veterinary careers.}, number={12}, journal={VETERINARY SCIENCES}, author={Dorman, David C. C. and Poppenga, Robert H. H. and Schoenfeld-Tacher, Regina M. M.}, year={2022}, month={Dec} }
 @article{schoenfeld-tacher_alpi_2021, title={A 45-year Retrospective Content Analysis of JVME Articles}, volume={48}, ISSN={["1943-7218"]}, DOI={10.3138/jvme-2020-0073}, abstractNote={To study changes in Journal of Veterinary Medical Education ( JVME) content, this article presents the results of an analysis of a purposeful sample ( n = 537) and demographic analysis of all 1,072 articles published from 2005 to 2019. The findings were compared to a prior analysis of articles from 1974 to 2004. Article length increased, as did the number of authors and institutions per article. Female first author numbers grew at a greater rate than the proportion of female faculty at AAVMC-accredited colleges. Close to 85% of articles were by authors in the US, UK, Canada and Australia, while 40 other countries contributed the remainder. The primary topics of papers published from 2005 to 2019 were student affairs (17.3%), professional skills (15.1%), courses and curricula (12.7%), specialty/disciplinary training (12.5%), and technology/information resources (11.5%). The prevalence of articles with an identified research methodology grew from 14.2% in 1974–2004, to 55.9% ( n = 300) in 2005–2019. Among research articles, 54.7% reported an intervention and 70.3% included a comparison. Random assignment to experimental or control conditions occurred in 32 articles (15.2%). Qualitative inquiry expanded, with 16.3% of research articles using this methodology alone. The most cited article was a review paper discussing the human-animal bond. Descriptions of courses and curricula constituted the majority of articles over the journal’s lifespan, while no pattern was discerned between major reports in veterinary education and subsequent publications on that topic. Over the last 45 years, JVME has transitioned from a newsletter to a scholarly publication, with ongoing evolution.}, number={6}, journal={JOURNAL OF VETERINARY MEDICAL EDUCATION}, author={Schoenfeld-Tacher, Regina M. and Alpi, Kristine M.}, year={2021}, month={Dec}, pages={729–746} }
 @article{love_hedgpeth_robertson_marks_schoenfeld-tacher_2021, title={Assessment of Safety Culture at a Veterinary Teaching Hospital in the United States}, volume={8}, ISSN={["2297-1769"]}, DOI={10.3389/fvets.2021.638764}, abstractNote={This study assessed the fidelity of an existing questionnaire regarding attitudes toward safety culture in an academic veterinary hospital setting and gathered baseline data on these attitudes in a local population. A cross-sectional study design was used to evaluate perceptions held by veterinary teaching hospital employees. An established veterinary safety culture survey was modified and administered as a confidential online survey to faculty, house officers, and professional staff of a veterinary teaching hospital in the United States. Confirmatory and exploratory factor analysis were conducted to compare the adapted survey to the established version. Descriptive statistics were used to characterize baseline safety culture. The adapted survey exhibited factor groupings that were mostly in agreement with, but slightly different from, the original instrument. In general, survey respondents outlined positive attitudes toward the various domains of safety culture, though we identified opportunities for improvement in some areas. An adapted veterinary safety culture survey can be applied to a veterinary teaching hospital in the United States to assess baseline data surrounding the culture of safety and to identify opportunities for focused improvement efforts.}, journal={FRONTIERS IN VETERINARY SCIENCE}, author={Love, Lydia C. and Hedgpeth, Mari-Wells and Robertson, James B. and Marks, Steven L. and Schoenfeld-Tacher, Regina M.}, year={2021}, month={Mar} }
 @article{schoenfeld-tacher_dorman_2021, title={Effect of Delivery Format on Student Outcomes and Perceptions of a Veterinary Medicine Course: Synchronous Versus Asynchronous Learning}, volume={8}, ISSN={["2306-7381"]}, DOI={10.3390/vetsci8020013}, abstractNote={The COVID-19 pandemic prompted instruction at many veterinary schools to switch to an emergency remote teaching format to prevent viral transmission associated with in-person synchronous lectures. This study surveyed student perspectives and academic performance in a pre-planned online second-year veterinary toxicology course given at North Carolina State University in Spring 2020. This course relied on asynchronous narrated presentations for content delivery. This method of delivery predated the pandemic and was used throughout the course. Academic performance and patterns of access to materials in the online course was compared with the access patterns and performance of students given classroom-based synchronous teaching in Spring 2019. Assessments evaluated in this study were identical across courses. Students’ academic performance was unaffected by delivery method. Lack of instructor interaction was an important perceived barrier in the asynchronous course. Asynchronous course materials were uniformly accessed across all days of the week, while supplemental materials for the face-to-face course showed a weekly pattern. Moving from letter grades to pass/fail did not change access frequency to supplemental course materials but led to decreased video usage in the asynchronous course. Results suggest that although some veterinary students perceived the switch in delivery format negatively, the method of delivery did not adversely affect performance in this preclinical course.}, number={2}, journal={VETERINARY SCIENCES}, author={Schoenfeld-Tacher, Regina M. and Dorman, David C.}, year={2021}, month={Feb} }
 @article{armitage-chan_reissner_jackson_kedrowicz_schoenfeld-tacher_2021, title={How Do Veterinary Students Engage When Using Creative Methods to Critically Reflect on Experience? A Qualitative Analysis of Assessed Reflective Work}, volume={9}, ISSN={["1943-7218"]}, DOI={10.3138/jvme-2021-0070}, abstractNote={ Critical reflection—the exploration and questioning of one’s experience, beliefs, assumptions, and actions—supports resilience, empathy, the management of uncertainty, and professional identity formation. Yet for many students and educators, the techniques to engage in critical reflection are elusive. Creative methods that foster engagement with emotional and uncertain aspects of experience reportedly help some students to reflect at a more critical level than when they use reflective writing, and this study explores more deeply the experiences of such students, who used creative methods to critically reflect on challenging or troubling past events. A narrative methodology was utilized, in which researchers collaboratively co-constructed an understanding of students’ experiences of reflection to identify the activities and steps they used. Creative methods did not inherently lead to critical reflection, but when this was achieved, the creative approaches seemed to facilitate a staging of reflection, which incorporated five sequential stages: preplanning creative depiction, experimenting with different ideas, deliberately completing the reflective piece, reflecting on creative work, and reflecting again on learning and development. This cyclic, repeated revisit to experience, as students engaged in each stage of their work, appeared to facilitate both a deep connection with the emotional elements of experience and a more distanced analysis. This ultimately led to a deepening of understanding of events, including the construction of students’ own beliefs and empathy with others’ views. }, journal={JOURNAL OF VETERINARY MEDICAL EDUCATION}, author={Armitage-Chan, Elizabeth and Reissner, Stefanie and Jackson, Elizabeth and Kedrowicz, April and Schoenfeld-Tacher, Regina}, year={2021}, month={Sep} }
 @article{kogan_schoenfeld-tacher_carney_hellyer_rishniw_2021, title={On-Call Duties: The Perceived Impact on Veterinarians' Job Satisfaction, Well-Being and Personal Relationships}, volume={8}, ISSN={["2297-1769"]}, DOI={10.3389/fvets.2021.740852}, abstractNote={Objective: To assess the impact of on-call duties on veterinarians' job satisfaction, well-being and personal relationships.}, journal={FRONTIERS IN VETERINARY SCIENCE}, author={Kogan, Lori and Schoenfeld-Tacher, Regina and Carney, Patrick and Hellyer, Peter and Rishniw, Mark}, year={2021}, month={Oct} }
 @article{kogan_schoenfeld-tacher_hellyer_grigg_kramer_2020, title={Veterinarians and impostor syndrome: an exploratory study}, volume={187}, ISSN={["2042-7670"]}, DOI={10.1136/vr.105914}, abstractNote={BackgroundImpostor syndrome (IS) is the tendency to doubt one's abilities despite positive evidence to the contrary. Individuals with IS are afraid of being discovered as intellectual frauds and attribute their successes to external qualities.}, number={7}, journal={VETERINARY RECORD}, author={Kogan, Lori R. and Schoenfeld-Tacher, Regina and Hellyer, Peter and Grigg, Emma K. and Kramer, Emily}, year={2020}, month={Oct} }
 @article{kogan_hellyer_rishniw_schoenfeld-tacher_2020, title={Veterinary Behavior: Assessment of Veterinarians' Training, Experience, and Comfort Level with Cases}, volume={47}, ISSN={["1943-7218"]}, DOI={10.3138/jvme.0318-035r1}, abstractNote={ Studies of US animal shelters consistently indicate that behavior is often a major reason for relinquishment and, thereby, euthanasia of millions of dogs and cats annually. Even though this is an area in which veterinarians can intervene to support the human–animal bond, prior research has documented that they frequently do not bring the topic up during appointments. This study explored veterinarians’ training in animal behavior and behavioral medicine, along with their level of comfort in treating common behavioral problems. An online survey of practicing veterinarians ( N = 1,085) found that only 42.8% felt they’d received a significant amount of training in this field during veterinary school, but the majority reported participating in continuing education sessions about behavior. Almost all respondents reported seeing patients with behavioral issues (99.6%), even when the initial appointment was made for other reasons. Participants felt most comfortable discussing inappropriate elimination and begging for food but were least comfortable treating issues involving aggression. Most veterinarians treat their own behavior cases, using a combination of behavior modification techniques and medication. Only 22.1% refer cases needing behavioral therapy to a specialist. Given the prevalence of behavioral problems in companion animals and the potential for early veterinary intervention to play a significant role in animal health, it is important for veterinary schools to include this topic in their curricula. At present, 73% of schools require a course in animal behavior. The release of the new Competency-Based Veterinary Education framework is anticipated to support a greater teaching emphasis in this area. }, number={2}, journal={JOURNAL OF VETERINARY MEDICAL EDUCATION}, author={Kogan, Lori R. and Hellyer, Peter W. and Rishniw, Mark and Schoenfeld-Tacher, Regina}, year={2020}, month={Apr}, pages={158–169} }
 @article{matthew_schoenfeld-tacher_danielson_warman_2019, title={Flipped Classroom Use in Veterinary Education: A Multinational Survey of Faculty Experiences}, volume={46}, ISSN={["1943-7218"]}, DOI={10.3138/jvme.0517-058r1}, abstractNote={ Active teaching approaches such as the flipped classroom are linked to better quality student learning outcomes across health care disciplines, with the potential to support students’ preparedness for practice. In the flipped classroom instructional approach, students engage in significant pre-class preparation to learn foundational knowledge and skills, then undertake instructional activities in the classroom that require them to integrate, apply and extend their learning to new contexts. This study reports the results of a multinational survey of flipped classroom use in veterinary education. Participants’ ( n = 165) familiarity with and extent of use of the flipped classroom technique were investigated, together with the teaching strategies used and the perceived benefits and barriers to implementation. Relationships between respondent characteristics and flipped classroom use were also explored. The results indicated that 95% of participants were familiar with the flipped classroom technique, although fewer (64%) used it in their teaching. Pre-class activities included reviewing online and printed material, and engaging in preparatory learning activities such as quizzes, case analyses, reflective assignments and group activities. A variety of active learning strategies were used in class, including discussions, presentations, quizzes, group activities, problem solving and laboratory/practical exercises. Most participants perceived that the flipped classroom technique benefited student learning, with some also identifying benefits for the faculty involved. A range of student-, faculty- and institution-related barriers to implementing the flipped classroom technique were identified. These barriers need to be considered and addressed by teachers and administrators seeking to improve students’ preparedness for practice by implementing flipped classrooms in veterinary education. }, number={1}, journal={JOURNAL OF VETERINARY MEDICAL EDUCATION}, author={Matthew, Susan M. and Schoenfeld-Tacher, Regina M. and Danielson, Jared A. and Warman, Sheena M.}, year={2019}, pages={97–107} }
 @article{kogan_schoenfeld_santi_2019, title={Medical Updates and Appointment Confirmations: Pet Owners' Perceptions of Current Practices and Preferences}, volume={6}, ISSN={["2297-1769"]}, DOI={10.3389/fvets.2019.00080}, abstractNote={Pet ownership is increasing, in large part due to the number of millennial pet owners. More pet owners as well as the advent of extensive veterinary care options have resulted in a substantial increase in veterinary care spending. Yet, regardless of client cohort or type of medical procedure performed, communication between clients and veterinarians continues to be a key component in patient care and client satisfaction. Two areas of communication are explored in this study: medical updates to clients when their animals need to stay in the hospital for extended periods of time (at least 4 h) and appointment confirmations. This study, through an anonymous online survey, explored pet owners' stated current modality and frequency of receiving medical updates by their veterinarian and compared these to their stated preferences. Participants' preferences for the modality in which they receive appointment reminders was similarly compared to how they currently receive reminders. There were differences in both frequency (medical updates) and modality (medical updates and appointment confirmations) between what pet owners currently encounter and what they would prefer. In particular, few pet owners receive medical updates or appointment confirmations via text, when a significant portion would prefer this mode of communication. Pet owners also reported wishing to receive medical updates more frequently then they currently experience, with 53.8% of participants reporting they would pay extra for this service. The ramifications of these results are explored with a focus on how to modify these services to best meet the needs of clients.}, journal={FRONTIERS IN VETERINARY SCIENCE}, author={Kogan, Lori and Schoenfeld, Regina and Santi, Stacee}, year={2019}, month={Mar} }
 @article{schoenfeld-tacher_kogan_carney_2019, title={Perception of Cats: Assessing the Differences Between Videos and Still Pictures on Adoptability and Associated Characteristics}, volume={6}, ISSN={["2297-1769"]}, DOI={10.3389/fvets.2019.00087}, abstractNote={While animal shelters have made significant progress in reducing the number of euthanized dogs and cats, millions of unclaimed pets are still euthanized every year. Cats, in particular, face bleak prospects, with ~70% of those that enter animal shelters euthanized. Many factors influence potential cat adopters' decisions, including a cat's physical appearance and perceived personality. To explore elements related to the perception of cat personality, this study examined whether videos and pictures highlight different characteristics felt to potentially affect perceived cat adoptability. An online survey was used to assess perceptions regarding videos and pictures of cats. The survey consisted of three adult cats viewed in a short video and as a still picture. Participants were asked to view the media and rate how well these images depicted 12 separate characteristics (from extremely well to not well at all). Respondents were then asked how likely they would be to adopt this cat if they “were in the market to adopt a cat.” A total of 555 surveys were analyzed to answer two questions. The first question was whether cats were perceived as more adoptable when viewed in a still photo or in an action video. A statistically significant difference was found between median photo and video adoption scores for all three cats, with video scores consistently higher than photo scores. The next question was how video footage might alter perception of cats when compared to still photos. For all three cats, the traits “Playful,” “Aggressive,” “Active,” and “Curious” received higher scores when the cats were viewed in videos vs. photos. All of these traits can be associated with active behaviors, best demonstrated via motion. The cats, however, were seen as more “Loving,” “Shy,” “Quiet,” and “Likes to be held” in photos compared to videos. The results suggest that there is an advantage of videos over pictures in perceived adoptability, as determined by response to the question “how likely would you be to adopt this cat,” but this difference is small and likely does not justify additional resources. Exceptions might be for active, outgoing cats in order to highlight these attributes.}, journal={FRONTIERS IN VETERINARY SCIENCE}, author={Schoenfeld-Tacher, Regina and Kogan, Lori R. and Carney, Patrick C.}, year={2019}, month={Mar} }
 @article{kogan_hellyer_rishniw_schoenfeld-tacher_2019, title={The US Opioid Epidemic and Its Impact on US General Practice Veterinarians}, volume={6}, ISSN={["2297-1769"]}, DOI={10.3389/fvets.2019.00222}, abstractNote={Objective: To assess the impact of the human opioid epidemic and associated shortages in drug supply on US general practice veterinarians. Design: Cross-sectional study. Sample: Members of the Veterinary Information Network (VIN). Procedures: An electronic survey was used to examine veterinarians' views regarding opioid use in veterinary medicine and the impact of the opioid shortage on the provision of care. The survey was distributed via the VIN data collection portal from October 12–November 6, 2018. Results: 697 veterinarians completed the survey. Most (99.7%) reported using, dispensing or prescribing opioids in veterinary practice. The most commonly used opioids were buprenorphine, tramadol and butorphanol. While most veterinarians (83.3%) reported difficulty in ordering opioids over the last 6 months, this decreased to 59.0% in the last month. The most difficult drugs to obtain were hydromorphone, morphine, injectable fentanyl, and oxymorphone. The reported rate of difficulty in obtaining all these drugs lessened over time. However, the opioid shortage caused significant difficulty in providing appropriate pain management for 41.1% of participants, and affected the ability of 44.8% of respondents to provide optimal anesthesia. Conclusions and Clinical Relevance: Veterinarians' ability to provide opioids for their patients has been impacted by the opioid shortage, with a greater impact on full mu opioid agonists as compared to drugs like butorphanol, buprenorphine, and tramadol. The results confirm the important role of opioid analgesics in the delivery of modern veterinary medicine and highlight the importance of medical health professionals being able to access these critical medications.}, journal={FRONTIERS IN VETERINARY SCIENCE}, author={Kogan, Lori and Hellyer, Peter and Rishniw, Mark and Schoenfeld-Tacher, Regina}, year={2019}, month={Jul} }
 @article{kogan_schoenfeld-tacher_hellyer_rishniw_2019, title={US Veterinarians' Knowledge, Experience, and Perception Regarding the Use of Cannabidiol for Canine Medical Conditions}, volume={5}, ISSN={["2297-1769"]}, DOI={10.3389/fvets.2018.00338}, abstractNote={Due to the myriad of laws concerning cannabis, there is little empirical research regarding the veterinary use of cannabidiol (CBD). This study used the Veterinary Information Network (VIN) to gauge US veterinarians' knowledge level, views and experiences related to the use of cannabinoids in the medical treatment of dogs. Participants (n = 2130) completed an anonymous, online survey. Results were analyzed based on legal status of recreational marijuana in the participants' state of practice, and year of graduation from veterinary school. Participants felt comfortable in their knowledge of the differences between Δ9-tetrahydrocannabinol (THC) and marijuana, as well as the toxic effects of marijuana in dogs. Most veterinarians (61.5%) felt comfortable discussing the use of CBD with their colleagues, but only 45.5% felt comfortable discussing this topic with clients. No differences were found based on state of practice, but recent graduates were less comfortable discussing the topic. Veterinarians and clients in states with legalized recreational marijuana were more likely to talk about the use of CBD products to treat canine ailments than those in other states. Overall, CBD was most frequently discussed as a potential treatment for pain management, anxiety and seizures. Veterinarians practicing in states with legalized recreational marijuana were more likely to advise their clients and recommend the use of CBD, while there was no difference in the likelihood of prescribing CBD products. Recent veterinary graduates were less likely to recommend or prescribe CBD. The most commonly used CBD formulations were oil/extract and edibles. These were most helpful in providing analgesia for chronic and acute pain, relieving anxiety and decreasing seizure frequency/severity. The most commonly reported side-effect was sedation. Participants felt their state veterinary associations and veterinary boards did not provide sufficient guidance for them to practice within applicable laws. Recent graduates and those practicing in states with legalized recreational marijuana were more likely to agree that research regarding the use of CBD in dogs is needed. These same groups also felt that marijuana and CBD should not remain classified as Schedule I drugs. Most participants agreed that both marijuana and CBD products offer benefits for humans and expressed support for use of CBD products for animals.}, journal={FRONTIERS IN VETERINARY SCIENCE}, author={Kogan, Lori and Schoenfeld-Tacher, Regina and Hellyer, Peter and Rishniw, Mark}, year={2019}, month={Jan} }
 @article{kogan_schoenfeld-tacher_hellyer_rishniw_2019, title={Veterinary Student Stress, the Benefit of Canine Pets, and Potential Institutional Support of Dog Ownership}, volume={46}, ISSN={["1943-7218"]}, DOI={10.3138/jvme.1017-148r}, abstractNote={ The stress of veterinary school and the high prevalence of psychological distress among veterinary students have been well documented. Pet ownership is known to improve overall health and reduce stress among the public. Yet, for veterinary students, owning a pet (especially a dog) can offer both rewards and challenges. The academic schedule for veterinary students often comprises long hours that can make caring for a dog challenging. This study explores the area of veterinary students’ dog care options and perspectives by examining two aspects of this issue: (a) currently available options, as reported by academic administrators, and (b) perceived need for these options, as reported by veterinary students. A survey of associate deans for academic affairs ( n = 30) found that routine on-site kenneling options for student-owned dogs are available at eight (26.6%) veterinary schools. Simultaneously, results of a student survey ( n = 768) revealed a great desire for on-campus services. Among students who did not have access to on-campus kenneling facilities, 71.5% (453 of 634) felt that creating these options would be important or very important. Across all students surveyed, 76% (581 of 764) felt it would be important to have on-site dog housing/care available. Students experience considerable stress over having to find accommodations or care for their dogs while engaged in academic activities. Thus, providing on-site boarding and care options for student-owned dogs can play an important role in both recruiting prospective veterinary students and enhancing the well-being of those currently in the program. }, number={4}, journal={JOURNAL OF VETERINARY MEDICAL EDUCATION}, author={Kogan, Lori R. and Schoenfeld-Tacher, Regina and Hellyer, Peter and Rishniw, Mark}, year={2019}, pages={438–448} }
 @article{kogan_hellyer_clapp_suchman_mclean_schoenfeld-tacher_2018, title={Use of Short Animal-Themed Videos to Enhance Veterinary Students' Mood, Attention, and Understanding of Pharmacology Lectures}, volume={45}, ISSN={["1943-7218"]}, DOI={10.3138/jvme.1016-162r}, abstractNote={ Professional DVM training is inherently stressful and challenging for students. This study evaluated a simple intervention—short breaks during a veterinary pharmacology lecture course in the form of funny/cute animal videos (Mood Induction Procedures, or MIP)—to assess for potential impact on students' mood, interest in material, and perceived understanding of material. Ten YouTube video clips showing cats or dogs were selected to influence students' affective states. The videos were shown in a required pharmacology class offered during the fall semester of the second year of the DVM program at a large, land-grant institution in the western US. The student cohort consisted of 133 students (20 males, 113 females). Twenty days of the course were randomly chosen for the study and ranged from weeks 2 to 13 of the semester. Sessions in which the videos were played were alternated with sessions in which no video was played, for a total of 10 video days and 10 control days. There were significant differences in all three post-class assessment measures between the experimental (video) days and the control days. Results suggest that showing short cute animal videos in the middle of class positively affected students' mood, interest in material, and self-reported understanding of material. While the results of this study are limited to one student cohort at one institution, the ease of implementation of the technique and relatively low stakes support incorporation of the MIP technique across a variety of basic and clinical science courses. }, number={2}, journal={JOURNAL OF VETERINARY MEDICAL EDUCATION}, author={Kogan, Lori R. and Hellyer, Peter W. and Clapp, Tod R. and Suchman, Erica and McLean, Jennifer and Schoenfeld-Tacher, Regina}, year={2018}, pages={188–194} }
 @article{kogan_rishniw_hellyer_schoenfeld-tacher_2018, title={Veterinarians' experiences with near misses and adverse events}, volume={252}, DOI={10.2460/javma.252.5.586}, abstractNote={Abstract}, number={5}, journal={Journal of the American Veterinary Medical Association}, author={Kogan, L. R. and Rishniw, M. and Hellyer, P. W. and Schoenfeld-Tacher, R. M.}, year={2018}, pages={586–595} }
 @article{kogan_hellyer_duncan_schoenfeld-tacher_2017, title={A pilot investigation of the physical and psychological benefits of playing Pokemon GO for dog owners}, volume={76}, ISSN={["1873-7692"]}, DOI={10.1016/j.chb.2017.07.043}, abstractNote={Pilot information on the health behaviors and perceptions of adult, dog owning, Pokémon GO players in the US was gathered via an anonymous, on-line survey. A total of 269 participants provided details about their playing habits, daily exercise routines, and interactions with their family and dog, and how these were impacted by playing the game. Playing Pokémon GO affected the amount of time players spent with other people and pets, with 43.2% of respondents reporting an increased amount of time spent with family/household members and 52.3% reporting they spent more time with their dog. Additionally, 62.9% of participants reported spending more time walking their dog since starting to play. A statistically significant increase in amount of exercise obtained was found when comparing pre-to post-game levels. A number of respondents reported feeling less anxious leaving the house (38.6%), interacting with strangers (39.7%), and going to new places (39.4%) after they began playing Pokémon GO. In conclusion, playing Pokémon GO appears to positively impact all areas studied, suggesting a new opportunity to enhance both mental and physical health.}, journal={COMPUTERS IN HUMAN BEHAVIOR}, author={Kogan, Lori and Hellyer, Peter and Duncan, Colleen and Schoenfeld-Tacher, Regina}, year={2017}, month={Nov}, pages={431–437} }
 @article{kogan_kolus_schoenfeld-tacher_2017, title={Assessment of Clicker Training for Shelter Cats}, volume={7}, ISSN={["2076-2615"]}, DOI={10.3390/ani7100073}, abstractNote={Simple Summary Living conditions in animal shelters can be stressful for cats. Clicker training might be able to alleviate this stress, by giving cats an opportunity to learn new behaviors and interact with humans. In this study, we assessed the initial ability of 100 shelter cats to perform four cued behaviors: touching a target, sitting, spinning, and giving a high-five. Each cat completed 15, five-min training sessions over a two-week span. At the end of the program, we assessed the cats’ ability to perform the same behaviors. On average, the cats performed better on all four behaviors after clicker training, suggesting that the cats could learn to perform specific behaviors on cue. Individual cats with a higher level of interest in food showed greater gains in learning for two of the behaviors (high-five and touching a target). Cats with a bolder temperament at post-assessment demonstrated greater gains in learning than those classified as shy. We suggest that clicker training can be used to enhance cats’ well-being while they are housed in shelters, and that the learned behaviors might make them more desirable to adopters. Abstract Clicker training has the potential to mitigate stress among shelter cats by providing environmental enrichment and human interaction. This study assessed the ability of cats housed in a shelter-like setting to learn new behaviors via clicker training in a limited amount of time. One hundred shelter cats were enrolled in the study. Their baseline ability to perform four specific behaviors touching a target, sitting, spinning, and giving a high-five was assessed, before exposing them to 15, five-min clicker training sessions, followed by a post-training assessment. Significant gains in performance scores were found for all four cued behaviors after training (p = 0.001). A cat’s age and sex did not have any effect on successful learning, but increased food motivation was correlated with greater gains in learning for two of the cued behaviors: high-five and targeting. Temperament also correlated with learning, as bolder cats at post assessment demonstrated greater gains in performance scores than shyer ones. Over the course of this study, 79% of cats mastered the ability to touch a target, 27% mastered sitting, 60% mastered spinning, and 31% mastered high-fiving. Aside from the ability to influence the cats’ well-being, clicker training also has the potential to make cats more desirable to adopters.}, number={10}, journal={ANIMALS}, author={Kogan, Lori and Kolus, Cheryl and Schoenfeld-Tacher, Regina}, year={2017}, month={Oct} }
 @article{schoenfeld-tacher_shaw_meyer-parsons_kogan_2017, title={Changes in Affective and Cognitive Empathy among Veterinary Practitioners}, volume={44}, ISSN={["1943-7218"]}, DOI={10.3138/jvme.0116-009r2}, abstractNote={ Clinical empathy is a multi-dimensional concept characterized by four dimensions: (1) affective—the ability to experience patients' or clients' emotions and perspectives, (2) moral—the internal motivation to empathize, (3) cognitive—the intellectual ability to identify and comprehend others' perspective and emotions, and (4) behavioral—the ability to convey understanding of those emotions and perspectives back to the patient or client. The Davis Interpersonal Reactivity Index (IRI) was used to examine the affective and cognitive facets of empathy in veterinary practitioners. The IRI consists of four subscales that measure cognitive (perspective taking and fantasy) and affective (emphatic concern and personal distress) components of empathy. Data from a cross-sectional sample of practicing veterinarians (n=434) were collected. Veterinarians' fantasy scores were lowest for those with the most clinical experience. Personal distress scores were highest among new veterinarians and lowest for those with 26 or more years in practice. High levels of personal distress in the early years of practice are concerning for the professional wellness of veterinarians. To combat this trend, the implementation of resilience-building interventions should be considered to support veterinary practitioners. }, number={1}, journal={JOURNAL OF VETERINARY MEDICAL EDUCATION}, author={Schoenfeld-Tacher, Regina M. and Shaw, Jane R. and Meyer-Parsons, Beatrice and Kogan, Lori R.}, year={2017}, pages={63–71} }
 @article{schoenfeld-tacher_horn_scheviak_royal_hudson_2017, title={Evaluation of 3D Additively Manufactured Canine Brain Models for Teaching Veterinary Neuroanatomy}, volume={44}, ISSN={["1943-7218"]}, DOI={10.3138/jvme.0416-080r}, abstractNote={Physical specimens are essential to the teaching of veterinary anatomy. While fresh and fixed cadavers have long been the medium of choice, plastinated specimens have gained widespread acceptance as adjuncts to dissection materials. Even though the plastination process increases the durability of specimens, these are still derived from animal tissues and require periodic replacement if used by students on a regular basis. This study investigated the use of three-dimensional additively manufactured (3D AM) models (colloquially referred to as 3D-printed models) of the canine brain as a replacement for plastinated or formalin-fixed brains. The models investigated were built based on a micro-MRI of a single canine brain and have numerous practical advantages, such as durability, lower cost over time, and reduction of animal use. The effectiveness of the models was assessed by comparing performance among students who were instructed using either plastinated brains or 3D AM models. This study used propensity score matching to generate similar pairs of students. Pairings were based on gender and initial anatomy performance across two consecutive classes of first-year veterinary students. Students' performance on a practical neuroanatomy exam was compared, and no significant differences were found in scores based on the type of material (3D AM models or plastinated specimens) used for instruction. Students in both groups were equally able to identify neuroanatomical structures on cadaveric material, as well as respond to questions involving application of neuroanatomy knowledge. Therefore, we postulate that 3D AM canine brain models are an acceptable alternative to plastinated specimens in teaching veterinary neuroanatomy.}, number={4}, journal={JOURNAL OF VETERINARY MEDICAL EDUCATION}, publisher={University of Toronto Press Inc. (UTPress)}, author={Schoenfeld-Tacher, Regina M. and Horn, Timothy J. and Scheviak, Tyler A. and Royal, Kenneth D. and Hudson, Lola C.}, year={2017}, pages={612–619} }
 @article{kogan_schoenfeld-tacher_2017, title={Participation in an intergenerational service learning course and implicit biases}, volume={44}, ISSN={0360-1277 1521-0472}, url={http://dx.doi.org/10.1080/03601277.2017.1413784}, DOI={10.1080/03601277.2017.1413784}, abstractNote={ABSTRACT Biases against the elderly and people with disabilities can lead to discriminatory behaviors. One way to conceptualize attitudes toward the elderly and people with disabilities is through the differentiation of explicit (conscious) and implicit (unconscious) factors. Although both explicit and implicit attitudes and biases contribute to the full picture of peoples’ attitudes, explicit ideas alone may not accurately reflect people’s attitudes. This may be due to societal pressure to conceal explicit biases or the fact that often times, people are not aware they hold prejudiced views. The Implicit Association Test is a computer-based categorization task designed to assess implicit or unconscious attitudes. This test was used in in the current study to assess the impact of an intergenerational service-learning course. We designed this study to determine if greater exposure or contact with the elderly or people with disabilities might influence college students’ implicit attitudes. Pre- and post-assessment of participating students, using the Wilcoxon signed-rank test, found statistically significant decreased biases after participation. Results from this study that suggest participating in an intergenerational service-learning course can positively affect implicit attitudes. This is encouraging, especially because these attitudes are developed over a long period of repeated exposure, are consistently reinforced by cultural factors, and are notoriously difficult to change.}, number={2-3}, journal={Educational Gerontology}, publisher={Informa UK Limited}, author={Kogan, Lori R. and Schoenfeld-Tacher, Regina M.}, year={2017}, month={Dec}, pages={90–98} }
 @article{schoenfeld-tacher_kogan_2017, title={Professional Veterinary Programs' Perceptions and Experiences Pertaining to Emotional Support Animals and Service Animals, and Recommendations for Policy Development}, volume={44}, ISSN={["1943-7218"]}, DOI={10.3138/jvme.0116-003r}, abstractNote={ Given the unique nature of programs in professional veterinary medicine (PVM), the increasing numbers of students requesting accommodations for emotional support animals (ESAs) in higher education settings is of growing interest to student affairs and administrative staff in PVM settings. Since the legislation pertaining to this type of support animal differs from the laws governing disability service animals, colleges and universities now need to develop new policies and guidelines. Representatives from a sample of 28 PVM programs completed a survey about the prevalence of student requests for ESAs and service animals. PVM associate deans for academic affairs also reported their perceptions of this issue and the challenges these requests might pose within veterinary teaching laboratories and patient treatment areas. Responses indicated that approximately one third of PVM programs have received requests for ESAs (32.1%) in the last 2 years, 17.9% have had requests for psychiatric service animals, and 17.9% for other types of service animals. Despite this, most associate deans reported not having or not being aware of university or college policies pertaining to these issues. Most associate deans are interested in learning more about this topic. This paper provides general recommendations for establishing university or PVM program policies. }, number={1}, journal={JOURNAL OF VETERINARY MEDICAL EDUCATION}, author={Schoenfeld-Tacher, Regina M. and Kogan, Lori R.}, year={2017}, pages={166–178} }
 @article{kogan_schoenfeld-tacher_hellyer_rishniw_ruch-gallie_2017, title={Survey of attitudes toward and experiences with animal abuse encounters in a convenience sample of US veterinarians}, volume={250}, ISSN={["1943-569X"]}, DOI={10.2460/javma.250.6.688}, abstractNote={Abstract}, number={6}, journal={JAVMA-JOURNAL OF THE AMERICAN VETERINARY MEDICAL ASSOCIATION}, author={Kogan, Lori R. and Schoenfeld-Tacher, Regina M. and Hellyer, Peter W. and Rishniw, Mark and Ruch-Gallie, Rebecca A.}, year={2017}, month={Mar}, pages={688–696} }
 @article{lane_kustritz_schoenfeld-tacher_2017, title={Veterinary Curricula Today: Curricular Management and Renewal at AAVMC Member Institutions}, volume={44}, ISSN={["1943-7218"]}, DOI={10.3138/jvme.0417.048}, abstractNote={Renewing a veterinary curriculum is challenging work and its impact is difficult to measure. Academic leaders are charged with regular review and updating of their curricula, but have few resources available to guide their efforts. Due to the paucity of published veterinary reports, most turn to colleagues at other veterinary schools for insider advice, while a few undertake the task of adapting information from the educational literature to suit the needs of the veterinary profession. In response to this paucity, we proposed a theme issue on curricular renewal and surveyed academic leaders regarding curricular challenges and major renewal efforts underway. We compiled the results of this survey (with respondents from 38 veterinary colleges) as well as publicly available information to create a digest of curricular activities at AAVMC member institutions. This introductory article summarizes the key survey findings, describes the methods used to create the curricular digest, and presents information about key aspects of selected programs. Our overarching research questions were as follows: (1) What was the extent and nature of curricular change at AAVMC-accredited veterinary colleges over the past 5 years? and (2) How are curricula and curricular changes managed at AAVMC accredited veterinary colleges? The appended curricular digests provide selected details of current DVM curricula at participating institutions. Additional articles in this issue report on institutional change efforts in more detail. It is our hope that this issue will help to pave the way for future curricular development, research, and peer-to-peer collaboration.}, number={3}, journal={JOURNAL OF VETERINARY MEDICAL EDUCATION}, author={Lane, India F. and Kustritz, Margaret V. Root and Schoenfeld-Tacher, Regina M.}, year={2017}, pages={381–439} }
 @misc{hellyer_ruch-gallie_kogan_schoenfeld-tacher_2016, title={Exploring the need to discuss onychectomy in depth with clients Response}, volume={249}, number={7}, journal={Journal of the American Veterinary Medical Association}, author={Hellyer, P. W. and Ruch-Gallie, R. and Kogan, L. R. and Schoenfeld-Tacher, R.}, year={2016}, pages={737–737} }
 @article{kogan_little_hellyer_schoenfeld-tacher_ruch-gallie_2016, title={Feline onychectomy: Current practices and perceptions of veterinarians in Ontario, Canada}, volume={57}, number={9}, journal={Canadian Veterinary Journal}, author={Kogan, L. R. and Little, S. E. and Hellyer, P. W. and Schoenfeld-Tacher, R. and Ruch-Gallie, R.}, year={2016}, pages={969–975} }
 @article{ruch-gallie_hellyer_schoenfeld-tacher_kogan_2016, title={Survey of practices and perceptions regarding feline onychectomy among private practitioners}, volume={249}, DOI={10.2460/javma.249.3.291}, abstractNote={Abstract}, number={3}, journal={Journal of the American Veterinary Medical Association}, author={Ruch-Gallie, R. and Hellyer, P. W. and Schoenfeld-Tacher, R. and Kogan, L. R.}, year={2016}, pages={291–298} }
 @article{kogan_schaefer_erdman_schoenfeld-tacher_2016, title={University Counseling Centers' Perceptions and Experiences Pertaining to Emotional Support Animals}, volume={30}, ISSN={["1540-4730"]}, DOI={10.1080/87568225.2016.1219612}, abstractNote={ABSTRACT Increasing numbers of students are requesting accommodations for emotional support animals (ESAs) in higher education settings. Since the legislation pertaining to this type of service animal differs from the laws governing disability service animals, colleges and universities are faced with developing new policies and guidelines. A sample of 248 University Counseling Centers (UCCs) completed a survey about student requests for ESA letters of support from their counselor. The UCCs were also asked if they issue official disability diagnoses for clients. Responses showed that UCCs are not yet being asked to write many letters of support for ESAs—56.9% almost never do it, and 31.05% do it only several times per year. And, only 47.18% of UCCs write official diagnosis letters in support of disability accommodations. Yet, most UCCs are aware of the need for official policies in this arena. This article provides general recommendations for establishing university policies.}, number={4}, journal={JOURNAL OF COLLEGE STUDENT PSYCHOTHERAPY}, author={Kogan, Lori R. and Schaefer, Karen and Erdman, Phyllis and Schoenfeld-Tacher, Regina}, year={2016}, pages={268–283} }
 @article{dowers_schoenfeld-tacher_hellyer_kogan_2015, title={Corporate influence and conflicts of interest: Assessment of veterinary medical curricular changes and student perceptions}, volume={42}, DOI={10.3138/jvme.0414-047r2}, abstractNote={ The ethics document of the Association of American Veterinary Medical Colleges provides guiding principles for veterinary schools to develop conflict of interest policies. These policies regulate faculty and student interactions with industry, potentially reducing the influence companies have on students' perceptions and future prescribing practices. This paper examines the implementation of a conflict of interest policy and related instructional activities at one veterinary college in the US. To inform policy and curricular development, survey data were collected regarding veterinary students' attitudes toward pharmaceutical marketing, including their perceptions of their own susceptibility to bias in therapeutic decisions. Responses from this group of students later served as control data for assessing the effectiveness of educational programs in the content area. A conflict of interest policy was then implemented and presented to subsequent classes of entering students. Classroom instruction and relevant readings were provided on ethics, ethical decision making, corporate influences, and the issue of corporate influence in medical student training. Within seven days of completing a learning program on conflict of interest issues, another cohort of veterinary students (the treatment group) were administered the same survey that had been administered to the control group. When compared with the control group who received no instruction, survey results for the treatment group showed moderate shifts in opinion, with more students questioning the practice of industry-sponsored events and use of corporate funds to reduce tuition. However, many veterinary students in the treatment group still reported they would not be personally influenced by corporate gifts. }, number={1}, journal={Journal of Veterinary Medical Education}, author={Dowers, K. L. and Schoenfeld-Tacher, R. M. and Hellyer, P. W. and Kogan, L. R.}, year={2015}, pages={1–10} }
 @article{schoenfeld-tacher_royal_flammer_2015, title={Differences Among Veterinary Students’ and Faculty Members’ Perceptions of Appropriate Interactions with Corporate Entities at One US College of Veterinary Medicine}, volume={26}, ISSN={2156-8650}, url={http://dx.doi.org/10.1007/s40670-015-0213-8}, DOI={10.1007/s40670-015-0213-8}, number={1}, journal={Medical Science Educator}, publisher={Springer Science and Business Media LLC}, author={Schoenfeld-Tacher, Regina M. and Royal, Kenneth D. and Flammer, Keven}, year={2015}, month={Nov}, pages={35–38} }
 @article{schoenfeld-tacher_kogan_meyer-parsons_royal_shaw_2015, title={Educational Research Report: Changes in Students' Levels of Empathy during the Didactic Portion of a Veterinary Program}, volume={42}, ISSN={0748-321X 1943-7218}, url={http://dx.doi.org/10.3138/jvme.0115-007R}, DOI={10.3138/jvme.0115-007r}, abstractNote={ Empathy can be defined as the ability to understand and connect with the emotional state and frame of mind of another. Establishing connections with others is a crucial skill for veterinarians who must earn the trust and compliance of their clients to provide quality care for their patients. This is a longitudinal study using the Davis Interpersonal Reactivity Index (IRI) to assess changes in veterinary students' self-reported empathy as they progressed through the didactic portion of the DVM program at Colorado State University. The IRI consists of four subscales that measure cognitive and affective components of empathy: Perspective Taking, Fantasy, Emphatic Concern, and Personal Distress. Data were collected at three time points, corresponding to the start of the first year, the fourth semester (second year), and the fifth semester (third year). Results showed an overall decline in Perspective Taking scores, with a significant decrease between first and second year. There was an overall increase in students' levels of Personal Distress as they progressed through the program. The significant difference was found between years 1 and 3. This is especially concerning because the enhanced unease in interpersonal interactions coincides with students entering clinical rotations in the third year—the very time when these traits are necessary for quality client and patient care. Veterinary educators are urged to use this information as a basis for investigating novel curricular and programmatic interventions to counteract these changes in student empathy. }, number={3}, journal={Journal of Veterinary Medical Education}, publisher={University of Toronto Press Inc. (UTPress)}, author={Schoenfeld-Tacher, Regina M. and Kogan, Lori R. and Meyer-Parsons, Beatrice and Royal, Kenneth D. and Shaw, Jane R.}, year={2015}, month={Sep}, pages={194–205} }
 @article{fletcher_hooper_schoenfeld-tacher_2015, place={Fletcher}, title={History of the Journal of Veterinary Medical Education}, volume={42}, ISSN={0748-321X 1943-7218}, url={http://dx.doi.org/10.3138/jvme.0515-072}, DOI={10.3138/jvme.0515-072}, abstractNote={ The Journal of Veterinary Medical Education (JVME), with the leadership of seven editors and two interim editors, grew from 33 pages of mostly news and commentary to become the premier source for information exchange in veterinary medical education. The first national publication of the Association of American Veterinary Medical Colleges (AAVMC) was a 21-page newsletter published in December 1973. This one-time newsletter was followed by volume 1, issue 1 of JVME, published in spring 1974 and edited by William W. Armistead. Richard Talbot was the second and longest serving editor, and under his leadership, JVME grew in the number and quality of papers. Lester Crawford and John Hubbell served as interim editors, maintaining quality and keeping JVME on track until a new editor was in place. Robert Wilson, Billy Hooper, Donal Walsh, Henry Baker, and the current editor, Daryl Buss, are major contributors to the success of JVME. The early history of the journal is described by Billy Hooper and followed by a brief history of the periods of each of the editors. This history concludes with objective and subjective evaluations of the impacts of JVME. }, number={5}, journal={Journal of Veterinary Medical Education}, publisher={University of Toronto Press Inc. (UTPress)}, author={Fletcher, Oscar J. and Hooper, Billy E. and Schoenfeld-Tacher, Regina}, year={2015}, month={Dec}, pages={501–504} }
 @article{fletcher_hooper_schoenfeld-tacher_2015, title={Instruction and Curriculum in Veterinary Medical Education: A 50-Year Perspective}, volume={42}, ISSN={0748-321X 1943-7218}, url={http://dx.doi.org/10.3138/jvme.0515-071}, DOI={10.3138/jvme.0515-071}, abstractNote={ Our knowledge of veterinary medicine has expanded greatly over the past 50 years. To keep pace with these changes and produce competent professionals ready to meet evolving societal needs, instruction within veterinary medical curricula has undergone a parallel evolution. The curriculum of 1966 has given way, shifting away from lecture–laboratory model with few visual aids to a program of active learning, significant increases in case- or problem-based activities, and applications of technology, including computers, that were unimaginable 50 years ago. Curricula in veterinary colleges no longer keep all students in lockstep or limit clinical experiences to the fourth year, and instead have moved towards core electives with clinical activities provided from year 1. Provided here are examples of change within veterinary medical education that, in the view of the authors, had positive impacts on the evolution of instruction and curriculum. These improvements in both how and what we teach are now being made at a more rapid pace than at any other time in history and are based on the work of many faculty and administrators over the past 50 years. }, number={5}, journal={Journal of Veterinary Medical Education}, publisher={University of Toronto Press Inc. (UTPress)}, author={Fletcher, Oscar J. and Hooper, Billy E. and Schoenfeld-Tacher, Regina}, year={2015}, month={Dec}, pages={489–500} }
 @article{royal_schoenfeld-tacher_kedrowicz_hardie_flammer_2015, title={Measuring Factors that Influence Decisions to Become a Veterinarian}, volume={4}, ISSN={2322-2719}, url={http://dx.doi.org/10.15171/rdme.2015.004}, DOI={10.15171/rdme.2015.004}, abstractNote={Introduction: Veterinary medical education; Psychometrics; Career influence; The purpose of the present study was twofold. First, we sought to evaluate the psychometric properties of a newly developed instrument designed to measure factors incoming veterinary medical students indicated were important (or not) in their decision to become a veterinarian. Second, we sought to produce a measure of these factors by utilizing a state-of-the-art psychometric modeling technique to produce an empirical hierarchy that illustrates the construct of interest and make appropriate inferences about the findings. Methods: The Career Influence Factors Survey (CIFS) was administered to an incoming class of veterinary medical students. Data were analyzed via the Rasch Rating Scale Model. The psychometric properties of the instrument were evaluated according to Messick’s framework of construct validity. Results: Results indicate the Career Influence Factors Survey is a psychometrically-sound instrument capable of accurately and reliably measuring veterinary medical students’ motivations for becoming a veterinarian. Substantive results indicated issues pertaining to animal welfare were the most important in making the decision to become a veterinarian. Previous exposure to a particular animal or family pet was only moderately influential in students’ decision to pursue a career in veterinary medicine. Factors such as a desire to work on food production issues and anticipated earning potential tend to be of lesser importance to incoming students. Conclusion: We encourage others to utilize the instrument and/or adopt the methodology to evaluate the psychometric properties of other instruments. Substantive findings generally corroborated findings from previous studies, but may identify new insights for improving the recruitment of veterinary medical students.}, number={1}, journal={Research and Development in Medical Education}, publisher={International Society for Phytocosmetic Sciences}, author={Royal, Kenneth D. and Schoenfeld-Tacher, Regina and Kedrowicz, April A. and Hardie, Elizabeth M. and Flammer, Keven}, year={2015}, month={Jul}, pages={23–29} }
 @article{kogan_stewart_schoenfeld-tacher_hellyer_2015, title={Perceptions of veterinary admissions committee members of undergraduate credits earned from community colleges or online compared to traditional 4-year institutions}, volume={5}, number={1}, journal={Open Veterinary Journal}, author={Kogan, L.R. and Stewart, S.M. and Schoenfeld-Tacher, R. and Hellyer, P.W.}, year={2015}, pages={71–84} }
 @article{kogan_stewart_dowers_schoenfeld-tache_hellyer_2015, title={Practices and Beliefs of Private Practitioners Surrounding Discounted Veterinary Services and Products}, volume={9}, ISSN={1874-3188}, url={http://dx.doi.org/10.2174/1874318801509010001}, DOI={10.2174/1874318801509010001}, abstractNote={Impacted by educational debt and stagnant salaries, the financial viability of a career in veterinary medicine is a growing concern for many within the veterinary profession. Many veterinarians are small business owners, which requires them to learn and practice good business and practice management skills. Despite the recognized importance of business skills to the success of the veterinary profession, training in this area has been historically limited. An important part of practice management skills involves policies and practices surrounding pro-bono and discounted services and products. To assess private practice veterinarians' practices and beliefs surrounding discounted products and services, an anonymous online survey was distributed through Veterinary Information Network (VIN). Results from the survey suggest that most veterinarians regularly discount veterinary services and products. The reasons reported as most important in determining service discounts were a concern for providing the best possible care for the animal and doing everything possible for the animal. Results were similar for discounting products, but also included the additional reason of encouraging clients to try a product. Regardless of the reasons given for discounting, most veterinarians reported not tracking their discounting practices. These results suggest that despite the fact that most US veterinary schools have been offering practice management courses for many years, there appears to be low adoption levels of at least some widely accepted best-practice business models. It is recommended that providing additional training to help guide philanthropic veterinarians is critical to supporting their financial security and thereby the future of the small animal practitioner.}, number={1}, journal={The Open Veterinary Science Journal}, publisher={Bentham Science Publishers Ltd.}, author={Kogan, Lori R. and Stewart, Sherry M. and Dowers, Kristy L. and Schoenfeld-Tache, Regina and Hellyer, Peter W.}, year={2015}, month={Feb}, pages={1–9} }
 @article{kogan_hellyer_stewart_hendrickson_dowers_schoenfeld-tacher_2015, title={Researching Applicants Online in the Veterinary Program Admissions Process: Perceptions, Practices, and Implications for Curricular Change}, volume={42}, ISSN={["1943-7218"]}, DOI={10.3138/jvme.0315-032r1}, abstractNote={ As the use of social media websites continues to grow among adults 18–34 years old, it is necessary to examine the consequences of online disclosure to the veterinary admissions processes and to consider the effects on the professional integrity of veterinary schools and on the e-professionalism of DVM graduates. Prior research has shown that employers, across all fields, routinely use information from social media sites to make hiring decisions. In veterinary medicine, a little over one-third of private practitioners reported using online information in the selection of new associates. However, professional academic programs appear to use online information less frequently in the selection processes. The current study examines the behaviors and attitudes of veterinary medical admissions committees toward the use of applicants' online information and profiles in their recruitment and selection process. An online survey was distributed to Associate Deans for Academic Affairs at all AAVMC-affiliated schools of veterinary medicine. A total of 21 schools completed the survey. The results showed that most veterinary schools do not currently use online research in their admissions process; however, most admissions committee members feel that using online social networking information to investigate applicants is an acceptable use of technology. Previous research has suggested that the majority of veterinary student applicants view this as an invasion of their privacy. Given this discordance, future educational efforts should focus on helping veterinary students determine what type of information is appropriate for posting online and how to use privacy settings to control their sharing behaviors. }, number={4}, journal={JOURNAL OF VETERINARY MEDICAL EDUCATION}, author={Kogan, Lori R. and Hellyer, Peter W. and Stewart, Sherry M. and Hendrickson, Dean A. and Dowers, Kristy L. and Schoenfeld-Tacher, Regina}, year={2015}, pages={286–296} }
 @article{kogan_schoenfeld-tacher_gould_hellyer_dowers_2014, title={Information Prescriptions: A Tool for Veterinary Practices}, volume={4}, number={2}, journal={Open Veterinary Journal}, author={Kogan, L.R. and Schoenfeld-Tacher, R. and Gould, L. and Hellyer, P.W. and Dowers, K.}, year={2014}, pages={90–95} }
 @article{stewart_dowers_cerda_schoenfeld-tacher_kogan_2014, title={Microscope Use in Clinical Veterinary Practice and Potential Implications for Veterinary School Curricula}, volume={41}, ISSN={["1943-7218"]}, DOI={10.3138/jvme.0614-063r}, abstractNote={ Microscopy (skill of using a microscope) and the concepts of cytology (study of cells) and histology (study of tissues) are most often taught in professional veterinary medicine programs through the traditional method of glass slides and light microscopes. Several limiting factors in veterinary training programs are encouraging educators to explore innovative options for teaching microscopy skills and the concepts of cytology and histology. An anonymous online survey was administered through the Colorado Veterinary Medical Association to Colorado veterinarians working in private practice. It was designed to assess their current usage of microscopes for cytological and histological evaluation of specimens and their perceptions of microscope use in their veterinary education. The first part of the survey was answered by 183 veterinarians, with 104 indicating they had an onsite diagnostic lab. Analysis pertaining to the use of the microscope in practice and in veterinary programs was conducted on this subset. Most respondents felt the amount of time spent in the curriculum using a microscope was just right for basic microscope use and using the microscope for viewing and learning about normal and abnormal histological sections and clinical cytology. Participants felt more emphasis could be placed on clinical and diagnostic cytology. Study results suggest that practicing veterinarians frequently use microscopes for a wide variety of cytological diagnostics. However, only two respondents indicated they prepared samples for histological evaluation. Veterinary schools should consider these results against the backdrop of pressure to implement innovative teaching techniques to meet the changing needs of the profession. }, number={4}, journal={JOURNAL OF VETERINARY MEDICAL EDUCATION}, author={Stewart, Sherry M. and Dowers, Kristy L. and Cerda, Jacey R. and Schoenfeld-Tacher, Regina M. and Kogan, Lori R.}, year={2014}, pages={331–336} }
 @article{kogan_schoenfeld-tacher_gould_viera_hellyer_2014, title={Providing an information prescription in veterinary medical clinics: a pilot study}, volume={102}, ISSN={1536-5050 1558-9439}, url={http://dx.doi.org/10.3163/1536-5050.102.1.008}, DOI={10.3163/1536-5050.102.1.008}, abstractNote={OBJECTIVE
The study assesses the impact on client behavior and attitudes toward receiving an information prescription as part of a veterinary office visit.


METHODS
A random sample of veterinary clinics from a Western US metropolitan area was asked to distribute an information prescription in addition to their customary veterinary services. All clients, regardless of the reason for their visit, were presented with an information prescription: a handout that included the uniform resource locator (URL) to a general veterinary medicine website and several tips to help their clients make more informed choices about where to seek pet health information online.


RESULTS
Nearly 40% of clients who reported that they remembered receiving the information prescription accessed the website at least once. Of the clients who reported accessing the suggested website, 86.3% reported finding it "very helpful" or "somewhat helpful." Nearly all the clients (87.9%) reported feeling the information on the site helped them make better decisions for their pets. Most clients reported that it helped them talk to their veterinarians (89.9%) and added to the information they received during their veterinary visits (83.5%).


CONCLUSIONS
Clients appreciate and utilize veterinary prescriptions, suggesting that this is a tool that both veterinarians and librarians can use to improve animal health and client relations.


IMPLICATIONS
The value placed on reliable Internet information by veterinary clients suggests several opportunities for librarians to become more proactive in partnering with veterinarians to facilitate the education of pet owners.}, number={1}, journal={Journal of the Medical Library Association : JMLA}, publisher={University Library System, University of Pittsburgh}, author={Kogan, Lori R. and Schoenfeld-Tacher, Regina and Gould, Lauren and Viera, Ann R. and Hellyer, Peter W.}, year={2014}, month={Jan}, pages={41–46} }
 @article{kogan_dowers_cerda_schoenfeld-tacher_stewart_2014, title={Virtual Microscopy: A Useful Tool for Meeting Evolving Challenges in the Veterinary Medical Curriculum}, volume={23}, ISSN={["1573-1839"]}, DOI={10.1007/s10956-014-9508-6}, number={6}, journal={JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY}, author={Kogan, Lori R. and Dowers, Kristy L. and Cerda, Jacey R. and Schoenfeld-Tacher, Regina M. and Stewart, Sherry M.}, year={2014}, month={Dec}, pages={756–762} }
 @article{kogan_schoenfeld-tacher_hellyer_2013, title={Cats in Animal Shelters: Exploring the Common Perception that Black Cats Take Longer to Adopt}, volume={7}, ISSN={1874-3188}, url={http://dx.doi.org/10.2174/1874318820130718001}, DOI={10.2174/1874318820130718001}, abstractNote={Secondary analysis of pre-existing data from two Colorado animal shelters was conducted to assess the impact of shelter cats' coat color on time required for adoption. One shelter included adult cats and kittens, the second shelter included kittens only. Results indicated that black cats, regardless of age or sex, require the longest time to adopt. They are followed by primarily black cats with other colors. Other color cats take less time to adopt than either black cats or primary black cats with other colors. This additional time in shelters negatively impacts the health and therefore, the welfare, of black shelter cats. Factual, rather than anecdotal knowledge about black cat adoption rates may allow shelters to direct additional resources into strategies designed to increase black cat adoption rates and decrease time black cats spend in shelters.}, number={1}, journal={The Open Veterinary Science Journal}, publisher={Bentham Science Publishers Ltd.}, author={Kogan, L.R. and Schoenfeld-Tacher, R. and Hellyer, P.W.}, year={2013}, month={Aug}, pages={18–22} }
 @article{schoenfeld-tacher_sims_2013, title={Course Goals, Competencies, and Instructional Objectives}, volume={40}, ISSN={0748-321X 1943-7218}, url={http://dx.doi.org/10.3138/jvme.0411-047r}, DOI={10.3138/jvme.0411-047r}, abstractNote={ This article describes how to compose instructional objectives for use in veterinary curricula, and describes the differences between course goals, competencies, and instructional objectives. The essential components of instructional objectives are described in detail, and guidance in choosing appropriate wording is provided. The paper concludes with a suggested framework for evaluating an instructional objective. }, number={2}, journal={Journal of Veterinary Medical Education}, publisher={University of Toronto Press Inc. (UTPress)}, author={Schoenfeld-Tacher, Regina and Sims, Michael H.}, year={2013}, month={Jun}, pages={139–144} }
 @article{schoenfeld-tacher_baker_2013, title={Educational Theory and Practice}, volume={40}, ISSN={0748-321X 1943-7218}, url={http://dx.doi.org/10.3138/jvme.0313-051}, DOI={10.3138/jvme.0313-051}, abstractNote={We live in an era of ever-expanding volume and com-plexity of knowledge and technology. As our under-standing of what is possible expands, so do our expecta-tions of what veterinary graduates should be capable ofachieving. These increased expectations have been articu-lated in a variety of public policy statements such as thecore competencies listed in the Association of AmericanVeterinary Medical Colleges (AAVMC) self-study docu-ment}, number={2}, journal={Journal of Veterinary Medical Education}, publisher={University of Toronto Press Inc. (UTPress)}, author={Schoenfeld-Tacher, Regina and Baker, Henry J.}, year={2013}, month={Jun}, pages={94–95} }
 @article{baker_schoenfeld-tacher_2013, title={Good Ideas are Forever}, volume={40}, ISSN={0748-321X 1943-7218}, url={http://dx.doi.org/10.3138/jvme.40.3.199}, DOI={10.3138/jvme.40.3.199}, abstractNote={Like diamonds, good ideas are forever. This is what enables sound educational theories to survive the test of time. For example, around 450 BCE, the Athenian philosopher Socrates conducted what has become known as the Socratic method of pedagogy, where small groups of students asked thought provoking questions that encouraged critical thinking while the ‘‘teacher’’ ensured focus and continuity of the discussion. Fast forward 2000 years when Sir William Osler,a considered the ‘‘Father of modern medicine’’ and the first Physician-in-Chief of the new Johns Hopkins Hospital, took medical students out of the lecture hall to bedside clinical training that required ‘‘listening to patients,’’ asking provocative questions, challenging dogma, and practicing critical thinking. Sound familiar? Osler adopted the Socratic method as the cornerstone of his new and novel idea called ‘‘residency training,’’ a ‘‘good idea’’b in medical education that was adopted widely and which persists today. Similar examples of ideas that have weathered well in time might include problem-based learning, student-centered instruction, evidence-based decisions, inter-professional interaction and collaboration, and many other innovations being practiced in contemporary veterinary education.}, number={3}, journal={Journal of Veterinary Medical Education}, publisher={University of Toronto Press Inc. (UTPress)}, author={Baker, Henry J. and Schoenfeld-Tacher, Regina}, year={2013}, month={Sep}, pages={199–199} }
 @article{kogan_schoenfeld-tacher_simon_2012, title={Behavioral effects of auditory stimulation on kenneled dogs}, volume={7}, ISSN={1558-7878}, url={http://dx.doi.org/10.1016/j.jveb.2011.11.002}, DOI={10.1016/j.jveb.2011.11.002}, abstractNote={Dogs are kenneled in professional facilities for a variety of reasons; however, the kennel environment, even for short periods, is a potential psychogenic stressor for most dogs. Continual stress and the resultant anxiety are undesirable for both ethical and physiological reasons. One growing area of research pertaining to the welfare of kenneled dogs is environmental enrichment, including auditory stimulation. The current study investigated the impact of music (classical, heavy metal, and specifically designed/altered classical) on activity level, vocalization, and body shaking of 117 kenneled dogs. Results suggest that classical music leads to kenneled dogs spending more time sleeping (F8,354 = 12.24, P > 0.0001) and less time vocalizing (F8,354 = 3.61, P > 0.0005) than when exposed to other music types or no music. Heavy metal music, compared with other music types, appears to increase body shaking (F8,354 = 96.97, P > 0.0001), a behavior suggestive of nervousness. It is suggested that playing classical music in a shelter environment may help mitigate some of the stress inherent for many kenneled dogs.}, number={5}, journal={Journal of Veterinary Behavior}, publisher={Elsevier BV}, author={Kogan, Lori R. and Schoenfeld-Tacher, Regina and Simon, Allen A.}, year={2012}, month={Sep}, pages={268–275} }
 @article{kogan_schoenfeld-tacher_hathcock_2012, title={Psychological Services for US and International Veterinary Students}, volume={39}, ISSN={0748-321X 1943-7218}, url={http://dx.doi.org/10.3138/jvme.0511.053}, DOI={10.3138/jvme.0511.053}, abstractNote={ Given the importance of psychological services for veterinary students, a survey was administered to all US veterinary schools and many international ones, asking them to report on the amount and type of psychological support services they offer to students, faculty, and staff. This article reports on the results of this survey and presents suggestions for increasing the accessibility of counseling services. One objective of the current study was to initiate an avenue for ongoing communication between individuals involved in student counseling within each school. A list of individuals currently working in the field and their contact information is provided in Appendix 2. }, number={1}, journal={Journal of Veterinary Medical Education}, publisher={University of Toronto Press Inc. (UTPress)}, author={Kogan, Lori R. and Schoenfeld-Tacher, Regina and Hathcock, Jessica}, year={2012}, month={Mar}, pages={83–92} }
 @article{kogan_schoenfeld-tacher_viera_2012, title={The Internet and health information: differences in pet owners based on age, gender, and education}, volume={100}, ISSN={1536-5050 1558-9439}, url={http://dx.doi.org/10.3163/1536-5050.100.3.010}, DOI={10.3163/1536-5050.100.3.010}, abstractNote={OBJECTIVE
The research assessed the attitudes and behaviors of pet owners pertaining to online search behavior for pet health information.


METHODS
A survey was conducted with a random sample of pet owners drawn from two US metropolitan areas and surrounding cities. Participating clinics were chosen randomly, and each participating clinic was asked to distribute 100 surveys to their clients until all surveys were disbursed.


RESULTS
Although some perceptions and behaviors surrounding the use of the Internet for pet health information differ based on gender, age, or education level of pet owners, there are many aspects in which there are no differences based on these demographics.


CONCLUSIONS
Results of the study suggest that closer examination of the common perception that gender, age, or education level has an effect on Internet behavior as it relates to veterinary medicine is required. Recommendations are made pertaining to the growing presence of the Internet and its impact on veterinary medicine.}, number={3}, journal={Journal of the Medical Library Association : JMLA}, publisher={University Library System, University of Pittsburgh}, author={Kogan, Lori R. and Schoenfeld-Tacher, Regina and Viera, Ann R.}, year={2012}, month={Jul}, pages={197–204} }
 @article{chamizo pestana_aparicio medina_lópez padrón_romero_schoenfeld-tacher_2010, title={A Century of Veterinary Education in Cuba (1907–2007)}, volume={37}, ISSN={0748-321X 1943-7218}, url={http://dx.doi.org/10.3138/jvme.37.2.118}, DOI={10.3138/jvme.37.2.118}, abstractNote={ The development of veterinary education in Cuba has closely mirrored the political changes the nation has undergone. Veterinary studies in Cuba began in 1907, with an emphasis on clinical (individual-animal) medicine. Over time, the professional curriculum has evolved to meet the needs of the nation. Preventive medicine topics were added to the curriculum in 1959. Food-animal production was taught by a separate college until 1990. In 1991, these topics were incorporated into the professional veterinary medical curriculum, and they continue to be an area of emphasis. All veterinary colleges in Cuba follow a centrally organized, student-centered curriculum. A substantial portion of instruction is delivered at educational units, housed on livestock operations, where students participate in extensive field experiences while receiving didactic instruction. The amount of instructional time devoted to hands-on activities increases as students progress through the five-year curriculum. }, number={2}, journal={Journal of Veterinary Medical Education}, publisher={University of Toronto Press Inc. (UTPress)}, author={Chamizo Pestana, Elpidio Gonzalo and Aparicio Medina, José Manuel and López Padrón, Alexander and Romero, Francisco Lam and Schoenfeld-Tacher, Regina}, year={2010}, month={Jun}, pages={118–125} }
 @article{schoenfeld-tacher_kogan_wright_2010, title={Comparison of strength of the human-animal bond between Hispanic and non-Hispanic owners of pet dogs and cats}, volume={236}, ISSN={0003-1488}, url={http://dx.doi.org/10.2460/javma.236.5.529}, DOI={10.2460/javma.236.5.529}, abstractNote={Abstract}, number={5}, journal={Journal of the American Veterinary Medical Association}, publisher={American Veterinary Medical Association (AVMA)}, author={Schoenfeld-Tacher, Regina and Kogan, Lori R. and Wright, Mary L.}, year={2010}, month={Mar}, pages={529–534} }
 @article{mich_hellyer_kogan_schoenfeld-tacher_2010, title={Effects of a Pilot Training Program on Veterinary Students' Pain Knowledge, Attitude, and Assessment Skills}, volume={37}, ISSN={0748-321X 1943-7218}, url={http://dx.doi.org/10.3138/jvme.37.4.358}, DOI={10.3138/jvme.37.4.358}, abstractNote={The prevention and management of pain is fundamental to the practice of both human and veterinary medicine. The recognition and treatment of pain represents an important indicator of the quality of care delivered in human hospitals and veterinary hospitals. Yet, both human and veterinary health care professionals have cited inadequate knowledge as a significant barrier to effective pain management. The aims of this pilot study were twofold: (1) to gauge veterinary medical students' current attitudes regarding their training in pain management and (2) to assess the impact of training and practice on the use of a canine acute pain assessment teaching tool. Participants, third-year professional veterinary medical students, completed a 16-item survey questionnaire before a 30-minute training session on pain assessment using the teaching tool and completed it again after training and a one-week practice period. Questions related to canine pain, assessment of canine pain, pain management education in the professional veterinary curriculum, and an example case presentation (video) were included in the survey. The analysis of survey results indicated that professional veterinary medicine students find value in didactic and clinical training in canine pain assessment. Additionally, use of the canine acute pain teaching tool in conjunction with a training program improved students' knowledge and skill in assessment while pointing out the importance of further training. Differences with regard to gender and tracking were found and warrant further exploration.}, number={4}, journal={Journal of Veterinary Medical Education}, publisher={University of Toronto Press Inc. (UTPress)}, author={Mich, Patrice M. and Hellyer, Peter W. and Kogan, Lori and Schoenfeld-Tacher, Regina}, year={2010}, month={Dec}, pages={358–368} }
 @article{kogan_schoenfeld-tacher_hellyer_2010, title={Student evaluations of teaching: perceptions of faculty based on gender, position, and rank}, volume={15}, ISSN={1356-2517 1470-1294}, url={http://dx.doi.org/10.1080/13562517.2010.491911}, DOI={10.1080/13562517.2010.491911}, abstractNote={The current study explores the feelings and thoughts that faculty have about their student evaluations of teaching (SET). To assess the perceptions of SETs, all teaching faculty in one college at a western Land Grant University were asked to complete an anonymous online survey. The survey included demographic questions (i.e. gender; rank such as assistant, associate, and full professor; and positions like non-tenure track, tenure track, and tenured) as well as questions related to faculty's feelings while reading their SETs. While minimal differences were found in responses based on rank or position, several differences were found based on faculty gender. Overall, female faculty appear to be more negatively impacted by student evaluations than male faculty. These gender differences support previous research that suggests males and females receive and react differently to personal evaluation. Resultant suggestions include modifying surveys from anonymous to confidential and offering professional development training for faculty.}, number={6}, journal={Teaching in Higher Education}, publisher={Informa UK Limited}, author={Kogan, Lori R. and Schoenfeld-Tacher, Regina and Hellyer, Peter W.}, year={2010}, month={Dec}, pages={623–636} }
 @article{kogan_schoenfeld-tacher_viera_simon_2010, title={The Internet and Pet Health Information: Perceptions and Behaviors of Pet Owners and Veterinarians}, volume={8}, number={1}, journal={The Internet Journal of Veterinary Medicine}, author={Kogan, L.R. and Schoenfeld-Tacher, R. and Viera, A.R. and Simon, A.A.}, year={2010} }
 @article{kogan_stewart_schoenfeld-tacher_janke_2009, title={Correlations between Pre-Veterinary Course Requirements and Academic Performance in the Veterinary Curriculum: Implications for Admissions}, volume={36}, ISSN={0748-321X 1943-7218}, url={http://dx.doi.org/10.3138/jvme.36.2.158}, DOI={10.3138/jvme.36.2.158}, abstractNote={ This study addressed how students’ undergraduate science courses influence their academic performance in a veterinary program, and examined what implications this may have for the veterinary admissions process. The undergraduate transcripts and veterinary school rankings of current third-year veterinary students at Colorado State University were coded and analyzed. Because the study found no statistically meaningful relationships between the pre-veterinary coursework parameters and class rank, it could be concluded that veterinary schools may be unnecessarily restricting access to the profession by requiring long and complicated lists of prerequisite courses that have a questionable predictive value on performance in veterinary school. If a goal of veterinary schools is to use the admissions process to enhance recruitment and provide the flexibility necessary to admit applicants who have the potential to fill the current and emerging needs of the profession, schools may want to re-evaluate how they view pre-veterinary course requirements. One of the recommendations generated from the results of this study is to create a list of veterinary prerequisite courses common to all schools accredited by the Association of American Veterinary Medical Colleges. It is suggested that this might simplify pre-veterinary advising, enhance recruitment, and provide flexibility for admitting nontraditional but desirable applicants, without impacting the quality of admitted veterinary students. }, number={2}, journal={Journal of Veterinary Medical Education}, publisher={University of Toronto Press Inc. (UTPress)}, author={Kogan, Lori R. and Stewart, Sherry M. and Schoenfeld-Tacher, Regina and Janke, Janet M.}, year={2009}, month={Jun}, pages={158–165} }
 @article{kogan_goldwaser_stewart_schoenfeld-tacher_2008, title={Sources and frequency of use of pet health information and level of confidence in information accuracy, as reported by owners visiting small animal veterinary practices}, volume={232}, ISSN={0003-1488}, url={http://dx.doi.org/10.2460/javma.232.10.1536}, DOI={10.2460/javma.232.10.1536}, abstractNote={Abstract}, number={10}, journal={Journal of the American Veterinary Medical Association}, publisher={American Veterinary Medical Association (AVMA)}, author={Kogan, Lori R. and Goldwaser, Gali and Stewart, Sherry M. and Schoenfeld-Tacher, Regina}, year={2008}, month={May}, pages={1536–1542} }
 @article{linton_schoenfeld-tacher_whalen_2005, title={Developing and Implementing an Assessment Method to Evaluate a Virtual Canine Anatomy Program}, volume={32}, ISSN={0748-321X 1943-7218}, url={http://dx.doi.org/10.3138/jvme.32.2.249}, DOI={10.3138/jvme.32.2.249}, abstractNote={ A computer-based anatomy program, Virtual Canine Anatomy: The Head, was incorporated into a first-year veterinary dissection laboratory two years ago to address challenges inherent in the traditional pedagogical approach. The program uses specimen photographs, QuickTime Virtual Reality, and interactive features to help students study the dissection, osteology, and radiology of the canine head. Photographs of each phase of dissection are displayed in the program, along with dissection instructions. Students can click on anatomical structures in each photograph to highlight the selected structure and display a complete description of it. Related structures and views are accessible through hyperlinks. This study was designed to measure student and faculty attitudes toward the instructional software, to gauge its effect on student achievement, and to propose evaluation methodology and instrumentation for similar projects. Observations, interviews, focus groups, surveys, and test results were used for this assessment. Results suggest positive student and faculty attitudes toward the program. Students felt the program met their needs, increased their confidence and efficiency, and was easy to use. Both students and instructors felt the program was beneficial during dissection. There was no significant change in student achievement on course tests. Future research will measure the program’s effect on student–instructor interactions. }, number={2}, journal={Journal of Veterinary Medical Education}, publisher={University of Toronto Press Inc. (UTPress)}, author={Linton, Andrea and Schoenfeld-Tacher, Regina and Whalen, L. Ray}, year={2005}, month={Jun}, pages={249–254} }
 @article{kogan_mcconnell_schoenfeld-tacher_2005, title={Response of a veterinary college to career development needs identified in the KPMG LLP study and the executive summary of the Brakke study: a combined MBA/DVM program, business certificate program, and curricular modifications}, volume={226}, ISSN={0003-1488}, url={http://dx.doi.org/10.2460/javma.2005.226.1070}, DOI={10.2460/javma.2005.226.1070}, abstractNote={In the present market, veterinarians with a strong background in career development, practice management, and business skills have a clear advantage in achieving financial success. Although there is ample evidence that the scientific and clinical skills of veterinary college graduates are high, there are also data that suggest that additional capabilities in the business realm may promote greater economic success. As noted in the KPMG executive summary, the field of veterinary medicine must make changes in its "current business practices and attitudes" to be successful in the future. Furthermore, the KPMG study found that 36% of industry employers reported that some jobs within their companies had specific job requirements that were not met by a veterinarian with only a veterinary medical degree. The areas of additional training most often cited included business, administration, personnel management, sales and marketing, and financial skills. Yet, Lewis and Klausner found that veterinarians reported challenges in the business realm, such as "how business works and how business goals are translated into action. This challenge held true for veterinarians in industry, academia, government, and private practice." The present gender trends in the field of veterinary medicine provide additional impetus to make career development and business skills training more prevalent. Presently, women comprise >65% of the veterinary student population and approximately 45% of all practicing veterinarians. In some areas of practice, the rate is much higher. For example, in 2002, women comprised 48.2% of all small animal exclusive private practitioners. Unfortunately, the KPMG study found that female veterinarians in private practice report lower self-evaluation of business management and financial skills, compared with their male cohorts. Female veterinarians in nonprivate practice report lower self-evaluation in communication, personnel management, business management, and marketing skills than that reported by males. As a result of these pressing needs, CSU CVMBS has undertaken a major initiative to improve the veterinary practice management and business skills training of veterinary students by offering a variety of options to gain this knowledge: a combined MBA/DVM degree program, a Business Certificate Program for Health Professions, and core curriculum courses. In this way, students can select the amount of focus they want to place on career development and business skills as they earn their DVM degree, to best ensure that they become successful veterinarians.}, number={7}, journal={Journal of the American Veterinary Medical Association}, publisher={American Veterinary Medical Association (AVMA)}, author={Kogan, Lori R. and McConnell, Sherry L. and Schoenfeld-Tacher, Regina}, year={2005}, month={Apr}, pages={1070–1076} }
 @article{kogan_mcconnell_schoenfeld-tacher_2005, title={Veterinary Students and Non-academic Stressors}, volume={32}, ISSN={0748-321X 1943-7218}, url={http://dx.doi.org/10.3138/jvme.32.2.193}, DOI={10.3138/jvme.32.2.193}, abstractNote={ Psychological distress has been shown to affect the academic success, health, emotional well-being, and dropout rates of medical students. Although it can be assumed that stress has similar effects on veterinary students, there is a paucity of research pertaining to the psychological stressors and coping strategies of this group. This article focuses on selected non-academic areas (as identified through a survey of currently enrolled students) that can create significant stressors for veterinary students. Also assessed and discussed here are poor coping strategies (e.g., substance abuse) and gender differences in perceived stressors and coping strategies that emerged from the survey. Results suggest the need for veterinary programs to integrate academic and professional skills instruction with personal life balance training and access to psychological services. }, number={2}, journal={Journal of Veterinary Medical Education}, publisher={University of Toronto Press Inc. (UTPress)}, author={Kogan, Lori R. and McConnell, Sherry L. and Schoenfeld-Tacher, Regina}, year={2005}, month={Jun}, pages={193–200} }
 @article{schoenfeld-tacher_bright_mcconnell_marley_kogan_2005, title={Web-Based Technology: Its Effects on Small Group “Problem-Based Learning” Interactions in a Professional Veterinary Medical Program}, volume={32}, ISSN={0748-321X 1943-7218}, url={http://dx.doi.org/10.3138/jvme.32.1.86}, DOI={10.3138/jvme.32.1.86}, abstractNote={ The objective of this investigation was to ascertain whether and how the introduction of a new technology (WebCT) influenced faculty teaching styles while facilitating small group problem-based learning (PBL) sessions in a professional veterinary medical (PVM) program. The following questions guided the study: (1) How does the use of technology affect faculty teaching behaviors? (2) Do the facilitators’ interactions with WebCT technology change over the course of one semester? (3) What is the perceived impact of WebCT on facilitators’ role in PBL? The study employed a combination of qualitative (case study) and semi-quantitative (survey) methods to explore these issues. }, number={1}, journal={Journal of Veterinary Medical Education}, publisher={University of Toronto Press Inc. (UTPress)}, author={Schoenfeld-Tacher, Regina and Bright, Janice M. and McConnell, Sherry L. and Marley, Wanda S. and Kogan, Lori R.}, year={2005}, month={Mar}, pages={86–92} }
 @article{schoenfeld-tacher_mcconnell_kogan_2004, title={Taking it Online – the Effects of Delivery Medium and Facilitator on Student Achievement in Problem-Based Learning}, volume={3}, number={2}, journal={Journal of Interactive Online Learning}, author={Schoenfeld-Tacher, R. and McConnell, S. and Kogan, L.R.}, year={2004} }
 @article{mcconnell_schoenfeld-tacher_kogan_knight_2003, title={Attracting Non-Geek Faculty}, volume={7}, number={17}, journal={Distance Education Report}, author={McConnell, S. and Schoenfeld-Tacher, R. and Kogan, L.R. and Knight, A.}, year={2003}, pages={4} }
 @article{schoenfeld-tacher_mcconnell_schultheiss_schultheiss_2003, title={Use of Interactive Online Histopathology Modules at Different Stages of a Veterinary Program}, volume={30}, ISSN={0748-321X 1943-7218}, url={http://dx.doi.org/10.3138/jvme.30.4.364}, DOI={10.3138/jvme.30.4.364}, abstractNote={ A mixed-method educational research study was conducted to evaluate the use of a series of online histopathology modules by students at two levels in a professional veterinary medical program. The materials were hypothesized to support student learning of histopathology concepts by facilitating “dual coding” of the content, since they provide both visual and verbal information. Second- and fourth-year professional veterinary students were surveyed about their perceptions of the effectiveness, efficiency, and appeal of the online modules. A historical comparison of final grades in the second-year pathology course, “Biology of Disease,” was conducted to evaluate the impact of the materials on academic outcomes. Think-aloud interviews were conducted with the fourth-year students in which the researcher observed the students interacting with the materials and asked them to “tell me what you’re thinking as you use the modules.” Survey results show that the only area in which the two student groups quantitatively rated the materials differently was their perception of how the materials complemented their learning. In contrast, the qualitative data indicate that advanced students used and perceived the materials differently, perhaps because of their greater metacognitive skills and pre-existing knowledge. We concluded that these findings can be attributed to the manner in which students approached the materials: the fourth-year students felt the materials were less relevant because they did not directly correspond to cases they were seeing, while the second-year students appreciated their relevance to topics in the pathology course. There was no significant difference in final exam performance for the group of students that used the supplemental online modules and the prior four years’ classes, who did not have access to the materials. Overall, this study demonstrated that it is possible to create a set of materials to be used by multiple audiences, provided the needs of each group are taken into consideration during the design process. }, number={4}, journal={Journal of Veterinary Medical Education}, publisher={University of Toronto Press Inc. (UTPress)}, author={Schoenfeld-Tacher, Regina M. and McConnell, Sherry L. and Schultheiss, Patricia C. and Schultheiss, Ted}, year={2003}, month={Dec}, pages={364–371} }
 @article{schoenfeld-tacher_jones_persichitte_2001, title={Differential Effects of a Multimedia Goal-Based Scenario to Teach Introductory Biochemistry—Who Benefits Most?}, volume={10}, ISSN={1059-0145}, url={http://dx.doi.org/10.1023/a:1012291018178}, DOI={10.1023/a:1012291018178}, number={4}, journal={Journal of Science Education and Technology}, publisher={Springer Nature}, author={Schoenfeld-Tacher, Regina and Jones, Loretta L. and Persichitte, Kay A.}, year={2001}, pages={305–317} }
 @article{schoenfeld-tacher_mcconnell_graham_2001, title={Do No Harm—A Comparison of the Effects of On-Line vs. Traditional Delivery Media on a Science Course}, volume={10}, ISSN={1059-0145}, url={http://dx.doi.org/10.1023/a:1016690600795}, DOI={10.1023/a:1016690600795}, number={3}, journal={Journal of Science Education and Technology}, publisher={Springer Nature}, author={Schoenfeld-Tacher, Regina and McConnell, Sherry and Graham, Michele}, year={2001}, pages={257–265} }
 @article{mcconnell_schoenfeld-tacher_2001, title={Transferring Your Passion for Teaching to the Online Environment: A Five-Step Instructional Development Model}, volume={4}, number={1}, journal={Journal of Instructional Science and Technology}, author={McConnell, S. and Schoenfeld-Tacher, R.}, year={2001} }
 @article{schoenfeld-tacher_persichitte_2000, title={Differential Skills and Competencies Required of Faculty Teaching Distance Education Courses}, volume={2}, number={1}, journal={International Journal of Educational Technology}, author={Schoenfeld-Tacher, R. and Persichitte, K.A.}, year={2000} }