- Should the kennel cough vaccine be given during COVID-19?
- Can cats transfer COVID-19 to other animals, and is there a risk of zoonosis
- What's the difference between FCoV and COVID-19?
- What can we clean a patient with, and will this kill COVID-19?
- Does ultraviolet light actually kill COVID-19?
- Will good weather affect infection rates of COVID-19?
- When should we test an animal for COVID-19?
- How do Face Coverings work?
- What evidence supports use of face coverings?
- How and when to wear a face covering
- Do ferrets and other mustelids pose a zoonotic risk for COVID-19?
- Mink and COVID-19: The Denmark mutation
- What advice should we give owners of ferrets during COVID-19?
- How can we offer a cat friendly environment during COVID-19?
Veterinary Evidence Student Awards 2021
The Veterinary Evidence Student Awards 2021 are now closed for entries.
Are you an undergraduate student who can add to the veterinary evidence base?
Would you like to be published in a peer-reviewed veterinary journal before you graduate? Do you also fancy a chance at winning one of three cash prizes?
Then the Veterinary Evidence Student Awards are just for you!
"I recommend this experience to all students as it has emphasised that all members of the veterinary community should be contributing to evidence-based medicine!”
Lauren Sweeney, 2020 winner
Enhance your academic and research skills by writing a Knowledge Summary and submitting it to Veterinary Evidence, the open access, peer-reviewed journal of RCVS Knowledge, the charity partner of the Royal College of Veterinary Surgeons.
All Knowledge Summary submissions will follow the journal’s standard editorial process, with the modification that all papers will be judged by the journal editors and reviewers using a grading criteria rubric (see ‘Related Documents’ for the full scoring system). The three top-scoring papers will be awarded the 1st, 2nd, and 3rd prizes:
1st place: £200
2nd place: £100
3rd place: £50
To win one of the prizes, a submitted paper must be considered by our judges to be at a ‘publishable standard’. All submissions will be considered for publication, so even if you don’t submit one of the winning entries you still stand a chance of having your paper and name published in Veterinary Evidence.
- Authors need to be undergraduate students studying any veterinary-related degree, including (but not limited to) Veterinary Medicine, Veterinary Nursing, Veterinary Physiotherapy and Veterinary Biosciences.
- Competition entrants will not be able to receive our Library services that are normally offered to Knowledge Summary authors, as the Library team grade the search strategy
- Multiple authors are allowed, but they must all be undergraduate students. Any cash prize will be divided equally between them.
- RCVS Knowledge will publicise details of the award and the names of award winners on our websites and in other relevant publications.
How to write a Knowledge Summary
Knowledge Summaries are like Critically Appraised Topics; they answer a specific and focused clinical question by looking at the best available evidence.
Read our bite-size guide, 6 steps to writing a Knowledge Summary, for an overview of the Knowledge Summary writing process. This guide covers the main steps and provides links to more in-depth resources.
For further detailed information and resources on how to write a Knowledge Summary, please read our guidelines for authors.
Check out the previous winners' Knowledge Summaries below, along with further published Knowledge Summaries in Veterinary Evidence, for examples of how yours should look (or just for some inspiration).
Once completed, submit your Knowledge Summary to Veterinary Evidence.
2020 Veterinary Evidence Student Award winners
Carla Husband, Abbie McMillan and Lauren Sweeney - An assessment of the impact of educational interventions on hand hygiene compliance
First place went to the University of Bristol Vet Nursing students Carla Husband, Abbie McMillan and Lauren Sweeney for their Knowledge Summary:
The summary highlighted the paucity of evidence regarding the impact of educational interventions on hand hygiene compliance in small animal environments, a highly relevant topic during the COVID-19 pandemic, and called for more research to be carried out to support hand hygiene compliance in the veterinary professions.
Carla said “I feel so proud of myself and my co-authors for winning this competition. We worked very hard on making this Knowledge Summary the best it could be and can’t believe our hard work has paid off. I also feel very proud to represent the vet nursing profession and to come out of university with a published paper. To any vet nursing or vet students out there who are thinking of submitting to Veterinary Evidence, I say go for it! The more evidence we can contribute to our knowledge base, the better our profession can become.”
Laura Pratley - In horses with osteoarthritis, is mesenchymal stem cell therapy more effective at managing lameness than intra-articular corticosteroids?
Second place went to Laura Pratley, University of Liverpool vet student, whose paper asked:
Laura said, “I became interested in research and EBVM in the latter years of vet school and was worried I'd missed opportunities to get involved with research/studentships. So when I saw the Veterinary Evidence Student Awards, I really wanted to get involved and have found the whole process really rewarding!”
Lesca Sofyan - In dogs diagnosed with osteoarthritis, is meloxicam superior to carprofen for reducing patient discomfort?
Lesca Sofyan, a Veterinary Medicine student at the University of Sydney in Australia, took third place, for her paper:
Lesca said: “I entered the Veterinary Evidence Student Awards when I wanted to share my results on my research. Patients and clients deserve to be provided the top standard of care, and Veterinary Evidence allows me to do so quickly, as I can always analyse the available evidence behind my decision and choices.”
2019 Veterinary Evidence Student Award winners
Molly Vasanthakumar - Reducing Veterinary Waste: Surgical Site Infection Risk and the Ecological Impact of Woven and Disposable Drapes
First place went to the University of Edinburgh’s Molly Vasanthakumar for her Knowledge Summary:
Molly found that there is not enough evidence that disposable synthetics reduce the risk of surgical site infections when compared to reusable woven drapes, based on her assessment of the available literature. Molly, who has a long-time fascination with the role vets can play in reducing waste, said:
“The Veterinary Evidence student competition gave me an opportunity to identify a specific issue, find and appraise the evidence and then apply it to a practical setting.
“Winning the competition has given me a chance to further my skills in evidence-based veterinary medicine [EBVM] and also raise awareness of an incredibly important and topical issue.”
Honoria Brown - Can changes in hoof wall temperature and digital pulse pressure be used to predict laminitis onset?
Second place went to the University of Cambridge's Honoria Brown for her Knowledge Summary:
“Writing this Knowledge Summary was the perfect chance, not only to develop my ability to navigate and analyse databases, but also to present my findings for the benefit of other clinicians who face these issues,” said Honoria.
“I feel that these skills will be very useful to me later in my career, and I am grateful to Veterinary Evidence for providing me with the opportunity.”
Jacqueline Oi Ping Tong - In canine acute diarrhoea with no identifiable cause, does daily oral probiotic improve the clinical outcomes?
Third place went to the University of Edinburgh’s Jacqueline Oi Ping Tong for her Knowledge Summary:
Jacqueline critically appraised the evidence for whether a daily probiotic improved clinical outcomes in dogs with idiopathic diarrhoea.
“This experience makes me recognise the importance of evidence-based veterinary medicine to the veterinary community; it connects scientific research to everyday practice,” said Jacqueline.
“It was a great opportunity to engage in EBVM early in my veterinary career, and start learning how to critically appraise the current evidence.”