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Dale A Moore

Publications and source records attributed to Dale A Moore.

16 recordsLinked to original sources
PubMed2006

Field trial evaluating the influence of prophylactic and therapeutic antimicrobial administration on antimicrobial resistance of fecal Escherichia coli in dairy calves.

The objective of this study was to describe the influence of in-feed and therapeutic antimicrobials on resistance in commensal fecal Escherichia coli isolated from preweaned calves. Four groups of 30, day-old calf-ranch calves were enrolled and raised until 4 weeks of age. Groups 1 to 3 were raised without antimicrobials in the feed. Group 1 was isolated from the other groups and received no antimicrobial therapy. Group 2 was housed on the calf ranch and did not receive antimicrobial therapy, whereas groups 3 and 4 could be treated with antimicrobials. Group 4 was fed neomycin and tetracycline HCl in the milk replacer. Fecal samples were collected from calves on days 1, 14, and 28. Three E. coli isolates per sample were evaluated for susceptibility to 12 antimicrobials. Cluster analysis was used to group isolates having similar susceptibility patterns. Cumulative logistic regression was used to evaluate factors associated with increasing levels of multiple antimicrobial resistance. In-feed antimicrobials were associated with higher levels of multiple antimicrobial resistance in fecal E. coli.f In calves not receiving in-feed antimicrobials, older calves had higher levels of resistance compared to day-old calves. Individual antimicrobial therapy increased resistance in these calves but appeared to be transient. There was no environmental influence on resistance in E. coli populations among study groups.

Animals↗
PubMed2006

Prevalence and antimicrobial resistance patterns of Salmonella enterica in preweaned calves from dairies and calf ranches.

OBJECTIVE: To evaluate serovar and antimicrobial resistance patterns of Salmonella enterica isolated from preweaned calves and identify management risk factors associated with fecal shedding of S enterica. SAMPLE POPULATION: Cohorts of 10 to 15 preweaned calves (1 to 84 days of age) on 26 dairies and 7 calf ranches and cross-sectional samples of preweaned calves on smaller farms. PROCEDURES: Calves were evaluated every 2 weeks during a 6-week period. Salmonella isolates obtained from rectal fecal swabs underwent antimicrobial susceptibility testing against 12 antimicrobials. Cluster analysis enabled description of antimicrobial susceptibility patterns. Calf, cohort, and farm risk factors associated with both the prevalence of S enterica and multiple-antimicrobial-resistant S enterica in preweaned calves were identified with repeated-measure logistic regression models. RESULTS: Salmonella enterica was detected on > 50% of farms and in 7.5% of 3,686 fecal samples. Many isolates (33%) were resistant to multiple antimicrobials. Shedding of Salmonella spp was negatively associated with increasing calf age, herds being closed to incoming cattle, and antimicrobial supplementation of milk replacer; prophylactic antimicrobial treatment in day-old calves increased shedding. No association between farm management and presence of multiple-antimicrobial-resistant S enterica or between calving management and presence of S enterica in calves < or = 1 week old was detected. CONCLUSIONS AND CLINICAL RELEVANCE: In preweaned calves, the most important factors associated with decreased likelihood of fecal shedding of S enterica were the use of antimicrobial-supplemented milk replacer and maintenance of a closed herd. Infection with multiple-antimicrobial-resistant S enterica was not associated with antimicrobial administration.

Animal Husbandry↗
PubMed2006

What is leadership?

The demand for more effective leadership is heard throughout the health professions. Modern concepts of leadership differ from the traditional definition of a charismatic individual leader. Historically, leadership has been vested in positions, while today leadership is seen as a role one moves continuously into and out of, depending on the circumstance. Leadership ideas have evolved so that newer characteristics of leaders include being a team builder; possessing creative and strategic thinking skills; demonstrating honesty and integrity; and having the ability to motivate others to action. This article discusses some of the history of leadership, current thoughts on attributes of effective leaders, and the differences and similarities between leaders and managers; identifies selected teachable leadership tools; and describes various styles and purposes of existing leadership programs.

Education, Veterinary↗
PubMed2006

The University of California Veterinary Student Leadership Program: comparison of a five-day with a three-day course.

Leadership skills can be learned and leadership activities can be stimulated with an effective educational program. The University of California, Davis, School of Veterinary Medicine has demonstrated and previously reported on the enthusiasm for and outcomes of their five-day leadership program for incoming veterinary students. The course was altered and again offered as a five-day program to the next veterinary class but, because of timing and limited resources, was reduced to three days the following year. Thirty students were accepted each year on a first-come first-served basis. This article compares the five-day and three-day program curricula and post-program evaluations. Although the students decided whether or not to participate, short-term effects of the programs were the introduction of a new vocabulary, improved confidence to become leaders, and stimulation of student participation in veterinary student leadership roles. A course like this can get students off to a good start, but it is very likely that to achieve a long-term effect, continued exposure throughout the veterinary curriculum is needed.

California↗
PubMed2006

Veterinary school consortia as a means of promoting the food-supply veterinary medicine pipeline.

Ideas about centers of emphasis and veterinary medical teaching consortia have resurfaced to attract students into food-supply veterinary medicine (FSVM). From 1988 to 2000 a multiple veterinary school consortium approach to food-animal production medicine (FAPM) teaching was conducted to handle regional differences in case load, faculty strengths, and student interests. Six universities developed a memorandum of understanding to provide a wide variety of in-depth, species-specific clinical experiences in FAPM to balance their individual strengths and weakness in addressing food-animal agriculture, to provide for student exchange and faculty development, and to conduct research in food safety. Changes in leadership, redirection of funds, failure to publicize the program to faculty and students, and a focus on research as opposed to teaching led to dissolution of the consortium. However, this approach could work to improve recruitment and retention of students in FSVM if it focused on student exchange, fostered a more integrated curriculum across schools, encouraged faculty involvement, garnered institutional support, and used modern technology in teaching. Private veterinary practices as well as public/corporate practices could be integrated into a broader food-animal curriculum directed at building competency among FSVM students by providing the in-depth training they require. Requirements for the success of this type of program will include funding, marketing, leadership, communication, coordination, integration, and dedicated people with the time to make it work.

Animals↗
PubMed2005

Evaluation of factors that affect embryonic loss in dairy cattle.

OBJECTIVE: To identify potential risk factors for embryonic loss before 35 to 42 days of gestation in dairy cattle. DESIGN: Prospective observational study. ANIMALS: 381 cows. PROCEDURE: Body condition score was determined at the time of artificial insemination (AI; day 0) and on days 20, 23, and 27 and between days 35 and 41; serum progesterone concentration was measured on days 0; 20 or 21; and 23, 24, or 25. Cows were excluded from analyses if day 0 serum progesterone concentration was > or = 1.0 ng/mL and classified as pregnant on day 23 if serum progesterone was > 1.5 ng/mL on day 20 or 21 and day 23, 24, or 25. Cows were examined via transrectal ultrasonography on day 27 or 28 and rectally palpated for pregnancy on days 35 to 41. RESULTS: 39% of cows that were pregnant on day 23 lost their embryo by day 27, and 18% of cows that were pregnant on day 27 or 28 were not pregnant on days 35 to 41. Breeding a pregnant cow posed the greatest risk for embryonic loss at both time periods. Mean serum progesterone concentrations on day 21 or 22 and day 23, 24, or 25 were lowest for cows that lost an embryo between days 24 and 28. Cows with a linear somatic cell count score > 4.5 before AI were twice as likely to lose the embryo by 35 to 41 days, compared with cows with a score < 4.5. CONCLUSIONS AND CLINICAL RELEVANCE: Results suggest that embryonic loss could be reduced by more accurate estrus detection, reducing mastitis, and strategies to improve progesterone concentration after breeding.

Abortion, Veterinary↗
PubMed2004

Levels of continuing veterinary medical education program evaluation: assessing a course on dairy reproductive management.

There are four different levels of continuing education program evaluation: participant perceptions of the program or course; participant competence with new skills, knowledge, and abilities; participant performance or change in behavior; and health care or client outcomes, such as resultant changes in patient care or herd/flock production performance. The purpose of this article is to describe different levels of evaluation and demonstrate some methods used in evaluating a continuing veterinary medical education (CVME) course in dairy reproductive management. Participants' learning needs were assessed using learning stage theory and a pre-test of knowledge. Post-program assessments included a test of knowledge, a satisfaction survey, a commitment to change, and self-reported behavior change. The results of the evaluation indicate that self-reports of learning needs do not necessarily reflect actual needs and that satisfaction with a course does not necessarily indicate behavior change. Providers of CVME must recognize the value of program evaluation, as well as the advantages and disadvantages of different evaluation methods.

Animals↗
PubMed2003

Evaluation of flunixin meglumine as an adjunct treatment for diarrhea in dairy calves.

OBJECTIVE: To assess the use of flunixin meglumine as an adjunct treatment for diarrhea in calves. DESIGN: Clinical trial. ANIMALS: 115 calves with diarrhea that were 1 to 21 days old at enrollment. PROCEDURE: Calves that developed diarrhea were randomly assigned to receive no flunixin meglumine (controls), a single dose of flunixin meglumine (2.2 mg/kg [1.0 mg/lb]), or 2 doses of flunixin meglumine administered 24 hours apart. Serum IgG concentration and PCV were measured prior to enrollment in the trial. Calves were evaluated daily to determine rectal temperature, fecal consistency, demeanor, and skin elasticity score. The primary analytic outcome was days of sickness (morbid-days). RESULTS: Calves with fecal blood and treated with a single dose of flunixin meglumine had fewer morbid-days and antimicrobial treatments, compared with controls. Although not significant, calves given 2 doses of flunixin meglumine in 24 hours had fewer morbid-days than untreated control calves. Regardless of severity of diarrhea, calves without fecal blood did not benefit from the use of flunixin. For calves with fecal blood, failure of passive transfer (low serum IgG concentration) was an independent risk factor for increased morbid-days. CONCLUSIONS AND CLINICAL RELEVANCE: Treatment with a single dose of flunixin meglumine resulted in fewer antimicrobial treatments and morbid-days in calves with fecal blood. As observed in other studies, calves with failure of passive transfer were at high risk for poor outcomes. This emphasizes the importance of developing and implementing effective colostrum delivery programs on dairy farms.

Animals↗
PubMed2003

Prophylactic use of decoquinate for infections with Cryptosporidium parvum in experimentally challenged neonatal calves.

OBJECTIVE: To evaluate the effect of daily oral administration of decoquinate to neonatal calves experimentally challenged with various numbers of Cryptosporidium parvum oocysts. DESIGN: Clinical trial. ANIMALS: 75 calves. PROCEDURE: Calves were purchased from a commercial dairy during a 5-week period. Calves were housed in individual hutches and fed milk replacer with or without decoquinate (2 mg/kg [0.9 mg/lb per day]). Calves were randomly assigned to treatment and 1 of 5 challenge groups (0, 50, 100, 1000, or 10,000 C. parvum oocysts in 60 mL of saline [0.9% NaCl] solution administered p.o. on the day after arrival). Calves were maintained in the study for as long as 28 days. Calves were clinically assessed for diarrhea and dehydration. Fecal samples were submitted for oocyst enumeration 3 times each week. RESULTS: Treatment did not affect number of days to first watery feces (diarrhea), number of days to first oocyst shedding, or duration of diarrhea or oocyst shedding. Duration of oocyst shedding was significantly associated with challenge dose of oocysts administered to calves and number of days to first oocyst shedding. Duration of diarrhea and number of days to first oocyst shedding were significantly associated with week of arrival and number of days to first watery diarrhea. CONCLUSIONS AND CLINICAL RELEVANCE: Daily treatment with decoquinate at the dosage used in this study did not affect oocyst shedding or clinical signs associated with cryptosporidiosis. However, there was an indication that if the number of oocysts calves received could be reduced, then the duration of oocyst shedding and, hence, environmental loading of C. parvum oocysts could be reduced.

Administration, Oral↗
PubMed2003

Evaluating the stages of veterinary practitioner learning for continuing education needs assessment and program evaluation.

RATIONALE FOR THE STUDY: Recent behavioral change theory suggests that individuals go through stages of readiness for change. This theory has been applied to continuing medical education as a four stage theory of physician learning. The purpose of this project was to test a method that used the four-stage learning theory to evaluate differences between continuing veterinary medical education (CVME) program attendees and non-attendees and to evaluate movement from one stage to another after a continuing education activity. METHODS: A survey using eight clinical scenarios was used to elucidate the stage of learning of dairy practitioner participants before and after a CVME course and of non-participating dairy practitioners. Differences in response rates before and after the course and between participants and non-participants were analyzed using chi-square contingency table analysis. RESULTS: Responses to six of the eight scenarios were different between participants and non-participants (p < 0.10). Attendees were more likely to report needing to update to solve the specific problems. Depending on the scenario, participants changed their responses after completing the continuing education course (range 31-81% change). CONCLUSIONS: The four stage theory of learning can be used for continuing education needs assessment, for understanding program participation, and for program evaluation. A continuing education activity can move practitioners from one stage of learning to another.

Animals↗
PubMed2003

Using clinical audits to identify practitioner learning needs.

Clinical audits are used in medicine to monitor practice performance, provide practice feedback, and identify learning needs. Although relatively new to veterinary practice, they hold promise as personal learning needs assessment tools. Continuing veterinary medical education providers are in a unique position to assist practitioners in the design, implementation, and evaluation of clinical audits. This paper discusses the types, the interpretation, and the potential uses of data from clinical audits in the veterinary setting and links audits to continuing veterinary medical education.

Animals↗
PubMed2002

Influence of arrival weight, season and calf supplier on survival in Holstein beef calves on a calf ranch in California, USA.

On a yearly basis, large calf ranches rear thousands of neonatal cattle for replacement heifers, veal or dairy beef. Dairy beef ranches obtain bull-calves from multiple sources and with questionable colostrum intake histories. Such ranches accumulate large amounts of data that could be used to help them with calf purchasing and on-farm management practices to avoid losses. Our purpose was to describe some calf purchase factors associated with mortality in neonatal calves raised on a single large calf ranch. Computerized records describing 120,197 bull-calves purchased between January 1997 and November 1998 were used in a survival analysis. Risk factors for mortality within the first 4 weeks after arrival on the ranch included body weight on arrival, month of arrival, and the calf supplier. The strength of the effects was conditional on the week after arrival to the ranch.

Animal Husbandry↗
PubMed2002

Using focus groups for continuing veterinary medical education needs assessment and program planning.

Needs assessments are essential to educational program development. Methods of needs assessment include environmental scans, surveys, and focus groups. Focus groups are valuable and acceptable tools to identify learner needs. The method is a qualitative research technique that is most useful to identify the range of opinions or ideas on a topic. The purposes of this paper are to explore the literature in focus groups for continuing education research, to provide information on the reasons and methods to conduct focus groups, and to present findings of participants' views of the focus group process.

Education, Veterinary↗
PubMed2002

Teaching implications of different educational theories and approaches.

Educational theory can and should form the basis for teaching in veterinary medicine. Nevertheless, formal training for teachers in veterinary medicine is uncommon and rarely includes study of different educational theories or perspectives, leaving educators to rely on informal or "hidden" educational constructs to guide them in their everyday teaching. Using a modified case-based format, we present critiques of a hypothetical teaching scenario from four different educational viewpoints: behaviorist, cognitive, social learning, and inspired teaching approaches. The importance and utility of formal educational theory in faculty development is discussed.

Education, Veterinary↗