Browsing by Author "Hendrickson, Dean, committee member"

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Open Access
Association of oocyte and early embryo morphology with age and the establishment and maintenance of pregnancy after ICSI in mares
(Colorado State University. Libraries, 2010) Frank-Guest, Bethany Linda, author; Carnevale, Elaine, advisor; Seidel, George, Jr., committee member; Hendrickson, Dean, committee member
Increasing maternal age in humans, horses and lab animals has been associated with a decrease in fertility. Oocyte quality and morphology have been implicated as primary causes of reduced fertility in older mares. Selected oocyte morphological parameters have been correlated with pregnancy development in humans and horses. Objective measurements of morphology to assess oocyte quality would provide a critical evaluation and help identify zygotes with the highest developmental potential for transfer, to optimize recipient utilization and pregnancy rates. The hypotheses of the research were that oocyte and early embryo morphology differ with donor mare age and correspond with developmental potential. Objectives for the first study were to compare: 1) oocyte donor age with oocyte morphology and developmental competency after ICSI, and 2) oocyte morphology with developmental competency (cleavage, early pregnancy, late pregnancy and pregnancy loss) after ICSI. Objectives for the second study were to compare developmental potential of ICSI produced embryos with: 1) oocyte donor age, and 2) cleavage characteristics, and 3) rate of embryonic development. Oocytes were collected from donor mares in a clinical ICSI programs. The mares were divided into the following age groups and fertility categories: 1) 3-13 yr with Known fertility, 2) 2-13 yr with Unknown fertility, 14-19 yr, 20-23 yr and 24-27 yr. Approximately 24 h after induction of follicle maturation, and oocytes were collected and cultured approximately 18 h before being stripped of cumulus cells. Photographic images (200x) were captured before oocytes were injected with sperm. Images of oocytes were measured using digital calipers within a computer software program. Ooplasm volume was larger (p<0.05) for oocytes from mares 14-19 yr and 20-23 yr than mares 3-13 yr Known than for mares 24-27 yr. Perivitelline space volume was similar between mares 3-13 yr Unknown and mares 20-23 yr, but was smaller (p<0.05) between mares 3-13 Unknown and the other age groups. Oocyte diameter (OD) was smaller (p=0.05) between oocytes from donors 3-13 yr Known and donors 14 -19 yr, but similar among all other groups. Inner zona pellucida diameter (IZPD) differed (p=0.03) only between mares 14-19 yr and mares 3-13 yr Unknown, with oocytes from mares 14- 19 yr having the largest numerical IZPD and mares 3-13 yr Unknown having the smallest IZPD. Ooplasm diameter (OpD) was smaller (p≤0.02) for oocytes from mares 3-13 yr Known than from mares 14-19 or 20-23 yr. The diameter of the zona pellucida with the surrounding matrix (ZPTM) was greater (p<0.05) for mares 3-13 yr Unknown than for all other groups. The rate of embryo development (hours per cell) prior to oviductal embryo transfers was faster (P<0.05) for embryos that did versus did not produce an early pregnancy and tended (P≤0. l) to be faster for embryos that did versus did not produce a late pregnancy. Embryonic vesicles that had a more rapid increase in diameter were more often (p<0.05) maintained to the late pregnancy stage. Donor mare age exerted a large effect on the development and outcome of pregnancies. Oocyte morphology was not a reliable indicator of oocyte developmental potential, although speed of early embryonic development was associated with embryonic competency.
Embargo
Design, development, outcomes, and impacts of faculty development for veterinary educators: a complex mixed methods program evaluation
(Colorado State University. Libraries, 2025) Gordon-Ross, Paul, author; Gloeckner, Gene, advisor; Anderson, Sharon, committee member; Kaiser, Leann, committee member; Hendrickson, Dean, committee member
This three-article dissertation presents a comprehensive approach to enhancing veterinary education by advancing the training and development of veterinary educators, thereby providing a foundation for improved veterinary student training and, ultimately, better veterinary patient care. Through a three-pillar framework, this research lays the groundwork for establishing a Continuous Quality Improvement and Innovation (CQII) program for veterinary education. The first pillar identifies the professional development needs of veterinary educators through the development and validation of the Veterinary Educator Needs Assessment (VENA) survey. Using an exploratory sequential mixed methods design, the VENA survey was refined to capture educators' knowledge and skills and their perceived professional development needs. Exploratory factor analysis and evaluation of internal measure reliability affirmed content, response process, and internal structure of the VENA survey. A 14-item, four-factor model for knowledge and skill and an 18-item, six-factor solution for development needs explains 57.47% and 67.41% of the variance. Thus, the VENA is a valid and reliable tool for identifying the professional development needs of veterinary educators. The top two areas of perceived strength in teaching are "control of teaching session" and "establishing a positive learning environment" and "establishing a positive learning environment" and "evaluation" are the top two areas veterinary educators identified as valuable for developing and enhancing their teaching. The second pillar addresses the assessment of clinical teaching. This was accomplished through the development of a veterinary-specific evaluation instrument, the SFDP-Vet22, adapted from the Stanford Faculty Development Program 26 (SFDP-26). This instrument allows veterinary students to evaluate clinical educators in workplace-based settings. Validation processes, including exploratory factor analysis, affirmed content, response process, and internal structure, support its use in identifying strengths and faculty developmental needs to improve the teaching of clinical educators. A 22-item, six-factor solution explains 75% of the variance, indicating a robust model. Findings highlight stability in factors such as communication of goals and control of session. The third pillar focuses on establishing a structured, multi-institutional faculty development program designed to provide targeted training to improve knowledge and skills in identified areas of need and, thus, empower veterinary educators to enhance their teaching practices. The Consortium of West Region Colleges of Veterinary Medicine's Regional Teaching Academy (RTA) launched the Faculty Development Initiative (FDI), piloting the Veterinary Educator Teaching and Scholarship (VETS) program. A case study evaluation of the pilot VETS program demonstrated positive impacts on educator attitudes, knowledge, and teaching practices. Key factors contributing to program success included institutional support, the establishment of a community of practice among faculty, and tailored program development aligned with participant needs. Together, these studies create a foundation for sustained improvement and innovation in veterinary education through a continuous cycle of identifying faculty development needs, developing and delivering targeted faculty development, and longitudinal monitoring of teaching practices and performance. This continuous faculty development and quality enhancement model provides a robust foundational CQII program for improvement and evolutionary change to meet the evolving demands of veterinary practice and education.
Open Access
Use of immune activated cellular therapy and risks with antibiotic administration in treatment of septic arthritis
(Colorado State University. Libraries, 2021) Pezzanite, Lynn M., author; Dow, Steven, advisor; Goodrich, Laurie, advisor; Hendrickson, Dean, committee member; Santangelo, Kelly, committee member; Stoneback, Jason, committee member
To view the abstract, please see the full text of the document.