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Home / Equine Research Bank / BMC Med Educ / ‘First, do no harm’: systematic program evaluati...
BMC medical education2024; 24(1); 287; doi: 10.1186/s12909-024-05234-3

‘First, do no harm’: systematic program evaluation of an equine veterinary service-learning initiative with Indigenous communities in Canada.

Abstract: Veterinary students have historically lacked meaningful experiential learning opportunities in equine medicine. At the same time, there are barriers to accessing veterinary care in Indigenous communities stemming from colonial injustices. In 2018-2019, a partnership was initiated where University of Calgary students began to provide equine veterinary services to Indigenous communities. As the first-documented equine veterinary service-learning initiative in Indigenous communities embedded in a veterinary curriculum, the purpose of the study is to systematically evaluate the program for its potential impact as part of a formative process for improvement. Methods: Multiple parties in the program were engaged in a convergent, parallel, mixed-methods systematic program evaluation to explore the main program outcomes: (1) equine veterinary care; (2) clinical experiential student education; (3) cultural training of veterinary professionals and students; and (4) education of community members. The hypothesis was that ethical development using the "first, do no harm principle" would lead to benefits including a healthy horse population, a technically and culturally competent veterinary community, and an educated horse clientele. Results: The program had a positive impact on accessibility to veterinary care and self-reported improvement in veterinary and cultural competency. In addition to the hypothesized program outcomes, additional program outcomes and effects were identified, including reciprocal learning and relationship building with the Indigenous community, leading to trust and equity-building. The students learned from both the in-community programming as well as the Indigenous community members they worked with. Conclusions: Program evaluation of an equine service-learning initiative in Indigenous communities reveals multiple and profound impacts including improved patient health status, wider scope of veterinary and cultural learning, strengthened relationships, and reciprocal learning with partnering Indigenous communities.
© 2024. The Author(s).
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Publication Date: 2024-03-14 PubMed ID: 38486267PubMed Central: PMC10941546DOI: 10.1186/s12909-024-05234-3Google Scholar: Lookup
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  • Journal Article

Summary

This research summary has been generated with artificial intelligence and may contain errors and omissions. Refer to the original study to confirm details provided. Submit correction.

The research is a comprehensive evaluation of an equine veterinary service-learning initiative for veterinary students at the University of Calgary, which was implemented in Indigenous communities in Canada. The study reports multiple positive impacts in the areas of veterinary care, cultural competency, relationship building, and educational exchange.

Introduction and Purpose

  • The study was conducted to evaluate an initiative started in the University of Calgary that allowed veterinary students to offer equine care to Indigenous communities in Canada.
  • This initiative was started due to the lack of practical learning experiences in equine medicine available to veterinary students and the ongoing challenges Indigenous communities face in accessing veterinary care.
  • The purpose was to evaluate the program systematically in order to identify its impacts and areas for improvement.

Methods

  • Multiple stakeholders were involved in a systematic evaluation of the program using convergent, parallel, mixed-methods.
  • The evaluation focused on four main program outcomes: equine veterinary care, student education, cultural training, and community education.
  • The underlying hypothesis of the evaluation was that adhering to the principle of “first, do no harm” would improve the health of the horse population, elevate the cultural competency of the veterinary community, and foster an educated client base among the horse owners.

Results

  • The evaluation found that the program significantly improved access to veterinary care and self-reported improvement in veterinary and cultural competency.
  • There were other benefits in terms of reciprocal learning and relationship building with the Indigenous communities. This fostered trust and equity-building in the interactions.
  • The students benefited from both the in-community program and direct interactions with the Indigenous community members.

Conclusions

  • The evaluation of the equine service-learning initiative points to several positive effects, including improved health for the horses, a wider spectrum of veterinary and cultural learning for the students, and strengthened relationships with the Indigenous communities.
  • There was also a notable element of reciprocal learning where both the students and the Indigenous communities benefited from mutual teaching and learning.

Cite This Article

APA
Tan JY, Pratt YP, Danyluk P. (2024). ‘First, do no harm’: systematic program evaluation of an equine veterinary service-learning initiative with Indigenous communities in Canada. BMC Med Educ, 24(1), 287. https://doi.org/10.1186/s12909-024-05234-3

Publication

BMC medical education
ISSN: 1472-6920
NlmUniqueID: 101088679
Country: England
Language: English
Volume: 24
Issue: 1
Pages: 287
PII: 287

Researcher Affiliations

Tan, Jean-Yin
  • University of Calgary, Calgary, Canada. jeanyin.tan@ucalgary.ca.
Pratt, Yvonne Poitras
  • University of Calgary, Calgary, Canada.
Danyluk, Patricia
  • University of Calgary, Calgary, Canada.

MeSH Terms

  • Humans
  • Horses
  • Animals
  • Program Evaluation
  • Canada
  • Learning
  • Curriculum
  • Problem-Based Learning

Conflict of Interest Statement

The authors declare that they have no competing interests.

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