@article{hammond_kedrowicz_2021, title={Increasing Team Effectiveness Through Experiential Team Training: An Explanatory Mixed-Methods Study of First-Year Veterinary Students' Team Experiences}, volume={11}, ISSN={["1943-7218"]}, url={https://doi.org/10.3138/jvme-2021-0108}, DOI={10.3138/jvme-2021-0108}, abstractNote={ This article explores the impact of experiential team communication training on student team effectiveness. First-year veterinary students were concurrently enrolled in the Group Communication in Veterinary Medicine course and applied their knowledge to their authentic team experiences in the Veterinary Anatomy and Introduction to Clinical Problem Solving courses. All students completed a modified team effectiveness instrument and a team self-reflection at the end of the semester. Results show that students experienced a high level of team effectiveness. Although students experienced challenges with respect to staying on task and distributing roles and responsibilities, team coordination and communication improved over time, due in part to the team activities associated with the team training intervention. This research provides support for the impact of experiential team training to the development of team process skills and team effectiveness. }, journal={JOURNAL OF VETERINARY MEDICAL EDUCATION}, author={Hammond, Sarah and Kedrowicz, April A.}, year={2021}, month={Nov} }
 @article{hammond_runion_2021, title={Teaching Tip: Development of a 1-Week Intensive Course on Diversity and Equity in Veterinary Medicine}, ISSN={["1943-7218"]}, DOI={10.3138/jvme-2020-0072}, abstractNote={ While colleges of veterinary medicine continually strive to promote diversity and inclusion on their campuses, few offer dedicated diversity courses within their curriculums. This article provides details on the development and implementation of a 1-week intensive course on equity and diversity in veterinary medicine, discusses the strengths and challenges encountered, and provides suggestions for those seeking to develop similar learning experiences into their curriculum. This selective course was developed to introduce students to the principles of social justice and provide them with the opportunity to examine systems of power, privilege, and oppression within the context of veterinary medicine. }, journal={JOURNAL OF VETERINARY MEDICAL EDUCATION}, author={Hammond, Sarah and Runion, Kaitlyn}, year={2021}, month={May} }
 @article{hanley_kedrowicz_hammond_hardie_2019, title={Impact of Team Communication Training on Performance and Self-Assessment of Team Functioning during Sophomore Surgery}, volume={46}, ISSN={["1943-7218"]}, DOI={10.3138/jvme.0317-046r1}, abstractNote={ Collaboration and teamwork are important skills for veterinary professionals that affect relationship development, health and well-being, financial success, and clinical outcomes. This study explores the impact of team communication training on performance and assessment of team functioning during second-year surgery by comparing two different classes. The class of 2017 (control group) received no formal training in team communication before their participation in surgery, and the class of 2018 (treatment group) participated in training offered through a dedicated team communication course. Results showed that team training increased surgical preparation times and had a positive impact on perceptions of competence in some teamwork behaviors. Both cohorts identified similar challenges and solutions associated with teamwork, although the team-trained students responded to challenges differently than the control group. Team communication training had a positive impact on students’ ability to plan and organize their experiences, navigate team dynamics in the moment, and respond to stress in a positive manner. These findings suggest that team training does, in fact, make a difference in students’ abilities to navigate a team task productively. }, number={1}, journal={JOURNAL OF VETERINARY MEDICAL EDUCATION}, author={Hanley, Amanda and Kedrowicz, April A. and Hammond, Sarah and Hardie, Elizabeth M.}, year={2019}, pages={45–55} }
 @article{kedrowicz_fish_hammond_2015, title={Relationship between Anticipatory Socialization Experiences and First-Year Veterinary Students' Career Interests}, volume={42}, ISSN={["1943-7218"]}, DOI={10.3138/jvme.0814-083r}, abstractNote={The purpose of this project was to explore first-year veterinary students' anticipatory socialization—life, education, and social experiences that assist in preparation for professional occupations—and determine what relationship exists between those experiences and career interests. Seventy-three first-year veterinary students enrolled in the Careers in Veterinary Medicine course completed the Veterinary Careers survey. Results show that students' anticipatory vocational socialization experiences are significantly related to their stated career interests. The career interests with the highest percentage of students expressing “a great deal of interest” included specialty private practice (37%), research and teaching in an academic setting (33%), and international veterinary medicine (31%). The career interests with the highest percentage of students expressing “no interest at all” included the military (50%), equine private practice (42%), and the pharmaceutical industry (41%). Less than half of the students (42%) stated that they reconsidered their career path after the first semester of veterinary school, but the majority (87%) developed a better understanding of how to pursue a nontraditional career path should they choose to do so.}, number={1}, journal={JOURNAL OF VETERINARY MEDICAL EDUCATION}, author={Kedrowicz, April A. and Fish, Richard E. and Hammond, Sarah}, year={2015}, pages={18–27} }