Browsing by Author "Zhitnitskiy, Perle E"
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Item Behavioral scans of group-housed sows with or without enrichment, at the UMN Waseca facility in April 2019(2020-12-30) Zhitnitskiy, Perle E; Terreaux, Claire M H A; Phillips, Hannah N; Ventura, Beth A; pboyer@umn.edu; Zhitnitskiy, Perle E; University of Minnesota College of Veterinary Medicine Swine groupFour pens of gestating sows from the University of Minnesota Southern Research and Outreach Center were randomly allocated to receive either enrichment or no enrichment (control) in a 2 by 2 crossover design. Time budgets were established by video recording focal sows’ behaviors (n=10 focals per pen) every 15 minutes between 0800 and 1500 every day. Enrichment use was further characterized by continuous behavior sampling for a 1-h interval between 0830 and 0930 each day. It is released because the manuscript is submitted for publication.Item Creating measurable, practice-relevant day-1 competencies for swine veterinary education(2019-11) Zhitnitskiy, Perle E; Molitor, Thomas W; Torremorell, Montserrat; Molgaard, Laura KItem Impact of Veterinary Students’ Preparation and Learning Strategies on Academic Success in a Flipped Swine Medicine Course(Education in the Health Professions journal, 2020-03) Zhitnitskiy, Perle EBackground: Flipped teaching techniques have been gaining popularity in veterinary curricula. These methods of teaching are shown to increase students’ engagement, promote students’ self-directed learning, and can even improve their academic success. One barrier to their implementation, however, is the preparation time required by instructors to be ready to participate in active-learning activities in the classroom. Aims and Objectives: This article describes how 3rd‑year veterinary students prepare for a flipped classroom and if their learning strategies would influence their academic success. Results: Ninety‑five percent (n = 87) of the students enjoyed the flipped course and the resources provided by the instructor. Seventy‑five percent of students (n = 69) used the time blocked‑off on their calendar to prepare for this course or to study for another one. The most student‑used resources were the instructor‑developed e‑book and short recapitulative videos(98% and 61%, respectively). Students who emphasized critical thinking and effort regulation as their learning strategies were the most successful on their final examination. Conclusion: Flipping the course without adding to student’s workload was a challenge and remained a main barrier to implementation.Item Serious Gaming as an Active Method of Learning Applied Antibiotherapy in Swine Veterinary Medicine(Education in the Health Professions journal, 2020-07) Zhitnitskiy, Perle EBackground: Serious games have been increasing in popularity within health sciences education. Games can improve learning by increasing students’ engagement and by developing their analytical, critical thinking, and teamwork skills. Objective: The objective of this study was to evaluate the efficacy of a board game to teach applied swine antibiotherapy to veterinary students in their clinical year. Methods: Students were quizzed pre- and postclass to evaluate their knowledge retention. An anonymous seven-question survey was given to the students at the end of class to assess their satisfaction with the board game. Results: Students’ quiz scores increased by 1.34 points on average between the beginning and end of class (P = 0.03). Students unanimously enjoyed playing the board game and recommended that it continued to be used in the next iteration of the course. Discussion: Using serious gaming proved to be an enjoyable method of reviewing antibiotherapy and applying it to swine clinical cases in this population of veterinary students. Implementing serious gaming in health sciences education requires a time investment for preparation but provides a richer experience for students and faculty alike.