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Related Experiment Video

Updated: May 8, 2026

Use of Three-Dimensional Imaging Reconstruction Software as a Training Tool for Cranial Vena Cava Venipuncture in the Ferret

Use of Three-Dimensional Imaging Reconstruction Software as a Training Tool for Cranial Vena Cava Venipuncture in the Ferret

Published on: July 15, 2025

Online tools for teaching evidence-based veterinary medicine.

Michael Steele, Nicholas P Crabb, Lynda J Moore

Journal of Veterinary Medical Education

|August 27, 2013

Summary

Veterinary students learn evidence-based veterinary medicine (EBVM) through a wiki-based approach. This method equips them with critical appraisal skills for clinical case management and evidence evaluation.

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Last Updated: May 8, 2026

Use of Three-Dimensional Imaging Reconstruction Software as a Training Tool for Cranial Vena Cava Venipuncture in the Ferret

Use of Three-Dimensional Imaging Reconstruction Software as a Training Tool for Cranial Vena Cava Venipuncture in the Ferret

Published on: July 15, 2025

Area of Science:

Veterinary Education
Evidence-Based Veterinary Medicine (EBVM)

Background:

Veterinary practitioners require evidence-based veterinary medicine (EBVM) skills.
Veterinary schools are responsible for teaching EBVM to students.
EBVM involves obtaining, evaluating, and applying scientific evidence to clinical cases.

Purpose of the Study:

To train veterinary students in qualitative and quantitative EBVM methods.
To utilize an e-learning environment, online materials, a wiki, and tutorials for EBVM training.
To equip students with practical skills in appraising scientific literature for farm animal cases.

Main Methods:

Students worked in small groups using a wiki to document farm animal clinical cases.
A standardized patient, intervention, comparison, and outcome (PICO) format was used to formulate clinical questions.
Literature searches were conducted, and retrieved articles were appraised using EBVM approaches, with findings recorded in the wiki.
The Critically Appraised Topic (CAT) was developed, including PICO, evidence tables, and a clinical bottom line.

Main Results:

Students successfully applied EBVM methods to real clinical cases.
The wiki served as a collaborative platform for documenting case details and evidence appraisal.
The CAT process facilitated the synthesis and critical evaluation of scientific evidence.
A "CAT Club" provided a forum for students to present and discuss their findings.

Conclusions:

The implemented EBVM training program effectively enhanced students' critical appraisal and evidence-based practice skills.
The wiki-based approach and CAT development are valuable tools for veterinary education.
This methodology supports the integration of scientific evidence into clinical decision-making for farm animals.