Bibliographic record
Abstract
We read with interest the recent article, ‘‘Training Veterinary Students in Shelter Medicine: A Service-Learning Community-Classroom Technique.’’1 The authors are to be commended for developing a strong program that introduces students to the discipline of shelter medicine while focusing on primary care skills in a service-learning paradigm. However, the authors state, ‘‘We believe this program to be unique in the field of shelter-medicine clinical rotations. To our knowledge, it is the only program that treats shelter medicine as a true field service rotation with the focus on primary care skills including behavioral evaluation.’’1(p.88) While the program they describe meets the needs of local shelters and education of veterinary students in primary care, it is certainly not the first nor only program to do this. In a partnership with the Humane Society of the United States, the Louisiana State University (LSU) School of Veterinary Medicine started a shelter medicine program in the aftermath of Hurricane Katrina that was formalized in May of 2007. The shelter program has continually provided field service to over 30 shelters and rescue organizations in Louisiana with 10 of those 30 shelters visited every 2 weeks. The rotation is a 2-week field service, servicelearning rotation offered 46 weeks of the year for fourthyear students. It provides medical exams and primary care medicine and surgery as well as spay/neuter surgeries for shelter animals; it offers management and welfare consulting for the shelters enrolled in the program; and it serves as a resource to the State of Louisiana Department of Health and Hospitals while providing a solid learning experience for students about the unique issues that affect shelter animals and the communities that the shelters serve. Our program also addresses management, legal, and welfare issues; works with community elected officials; teaches humane euthanasia; and provides educational seminars for shelter workers and volunteers on behavior testing, topics in nutrition, and recognizing infectious and zoonotic diseases in shelter pets. The students are integral to these educational efforts, and in the process of working with the shelters they see how much a veterinarian can do for their communities through working with the local shelters. The program at North Carolina State University (NCSU) is outstanding, but it is hardly the only one to have such a broad mission. In fact, the Dean of NCSU spent time at LSU exploring our program in developing the vision of what the program at NCSU should look like. Shelters are ideal venues for teaching students more than just surgical skills, and we are pleased that NCSU has developed a program that takes advantage of the many opportunities that shelters offer. We trust that veterinary students at NCSU are benefiting greatly just as students at LSU have benefited from a similar program for the past 8 years.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.004 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".