Lilly M Leanne, Gonçalves Arruda Andréia, Proudfoot Kathryn L, Herron Meghan E
J Am Vet Med Assoc. 2020 May 15;256(10):1153-1163. doi: 10.2460/javma.256.10.1153.
To survey first-year veterinary students' knowledge of companion animal (dog, cat, and horse) behavior and popular-culture (ie, pop-culture) behavior myths related to animal body language, motivations, and learning prior to participation in an introductory animal behavior course; evaluate potential associations between sources of prior behavior knowledge and knowledge on the preclass survey; and determine whether postclass scores on the same survey were predictive of final examination score for the behavior class.
156 first-year veterinary students.
Students were invited to participate in an anonymous electronic survey before and after a semester-long, 2-credit introductory animal behavior course. Demographic features, self-assessed animal behavior knowledge, and sources of prior behavior knowledge were evaluated as predictors of preclass survey knowledge scores. Postclass survey knowledge scores were evaluated for association with final examination scores as a measure of validity.
Preclass knowledge scores were low (mean ± SD, 49 ± 12.7%; n = 152). Reporting peer-reviewed journal articles as a source of incoming knowledge predicted 9% higher scores, whereas reporting magazines or online pop-culture articles as a source of incoming knowledge predicted 7.6% lower scores for preclass behavior knowledge, compared with scores for students not citing those respective sources. Companion animal ownership was not associated with preclass survey knowledge scores. Postclass knowledge scores were substantially improved (mean ± SD, 84.3 ± 8%) and predictive of final examination scores.
Results indicated a profound deficit of behavior knowledge among veterinary students at the start of their curriculum. Students graduating from veterinary institutions without a comprehensive behavior course may be at a disadvantage for day 1 competency in addressing animal behavior problems.
调查一年级兽医专业学生在参加动物行为入门课程之前，对伴侣动物（狗、猫和马）行为以及与动物肢体语言、动机和学习相关的流行文化行为误区的了解情况；评估先前行为知识来源与课前调查知识之间的潜在关联；并确定同一调查的课后分数是否能预测行为课程的期末考试成绩。
156名一年级兽医专业学生。
邀请学生在为期一学期的2学分动物行为入门课程前后参加一项匿名电子调查。人口统计学特征、自我评估的动物行为知识以及先前行为知识的来源被评估为课前调查知识分数的预测因素。评估课后调查知识分数与期末考试成绩的关联，作为有效性的衡量指标。
课前知识分数较低（平均值±标准差，49±12.7%；n = 152）。与未提及这些来源的学生分数相比，将同行评审期刊文章作为知识来源的学生，其课前行为知识分数预计高出9%，而将杂志或在线流行文化文章作为知识来源的学生，其课前行为知识分数预计低7.6%。拥有伴侣动物与课前调查知识分数无关。课后知识分数有显著提高（平均值±标准差，84.3±8%），并能预测期末考试成绩。
结果表明兽医专业学生在课程开始时行为知识存在严重不足。毕业于没有综合行为课程的兽医院校学生，在解决动物行为问题的第一天能力方面可能处于劣势。
