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Preast V Danielson J Bender H Bousson M 《Veterinary clinical pathology / American Society for Veterinary Clinical Pathology》2007,36(3):245-252
BACKGROUND: Computer-aided instruction (CAI) was developed to teach veterinary students how to make blood smears. This instruction was intended to replace the traditional instructional method in order to promote efficient use of faculty resources while maintaining learning outcomes and student satisfaction. OBJECTIVES: The purpose of this study was to evaluate the effect of a computer-aided blood smear tutorial on 1) instructor's teaching time, 2) students' ability to make blood smears, and 3) students' ability to recognize smear quality. METHODS: Three laboratory sessions for senior veterinary students were taught using traditional methods (control group) and 4 sessions were taught using the CAI tutorial (experimental group). Students in the control group received a short demonstration and lecture by the instructor at the beginning of the laboratory and then practiced making blood smears. Students in the experimental group received their instruction through the self-paced, multimedia tutorial on a laptop computer and then practiced making blood smears. Data was collected from observation, interview, survey questionnaires, and smear evaluation by students and experts using a scoring rubric. RESULTS: Students using the CAI made better smears and were better able to recognize smear quality. The average time the instructor spent in the room was not significantly different between groups, but the quality of the instructor time was improved with the experimental instruction. CONCLUSIONS: The tutorial implementation effectively provided students and instructors with a teaching and learning experience superior to the traditional method of instruction. Using CAI is a viable method of teaching students to make blood smears. 相似文献
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Teaching medical pathology in the twenty-first century: virtual microscopy applications 总被引：1，自引：0，他引：1
Virtual microscopy (VM) has been implemented and evaluated in the histology and general and systemic pathology courses at the University of Iowa Carver College of Medicine. Advantages of VM over traditional microscopy include accessibility and efficiency of learning and the ability to integrate VM with computer-assisted interactive learning. Advantages of using VM as opposed to digital photomicrographs include the ability to pan and zoom, explore the slide, and make independent observations. Although VM is used in a case-based format for teaching histopathology to medical students at the University of Iowa, VM may also be effectively implemented in other medical-student teaching models, including integrated and problem-based learning curricula and the classical pathology laboratory. Additional Iowa venues and courses using VM teaching include pathology of human disease for bioscience graduate students, cytology education, a comparative pathology research resource, and histology and histopathology for veterinary medicine. This article reviews the history and evolution of VM in medical pathology and its implementation at Iowa. 相似文献
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Andrew K.W. Wood MVSc PhD Jacqueline R. Lublin BA BEd MEd Karon L. Hoffmann MVSc PhD Michael J. Dadd MEngSc 《Veterinary radiology & ultrasound》2000,41(5):433-436
With the widespread clinical use of sonography there is a need to introduce the topic into the curriculum. A new problem-based course in clinical sonography without lectures was developed to emphasise experiential learning, and engage students actively in individual and collective acts of discovery. Four different approaches were used to deliver the new course to 141 veterinary medical students over four semesters. The physical principles of sonography were taught by computer-assisted instruction and a practical class, clinical examinations were introduced during a session with a tutor, and finally each student wrote an essay on a sonographic topic of their choice. To evaluate the new course, students' responses to a questionnaire were analyzed. Students gained reasonable understanding of the physical principles of sonography and had some confidence in conducting a sonographic examination of an animal. Of most use to student learning was discussion with the teachers. Surprisingly, half the students thought the topic should also be taught by lectures. The students learned the material and acquired the sonographic skills through processes which required more independence and self-responsibility than traditional teaching methods. The teachers' interaction with students on an individual basis, as they encountered individual problems, was the most important resource in learning about sonography. The continued request for lectures suggests an insecurity in some students caught between two different paradigms of teaching and learning (experiential, problem-based learning versus lectures). 相似文献
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Vandeweerd JM Davies JC Pinchbeck GL Cotton JC 《Journal of veterinary medical education》2007,34(2):160-167
Case-based e-learning may allow effective teaching of veterinary radiology in the field of equine orthopedics. The objective of this study was to investigate the effectiveness of a new case-based e-learning tool, compared with a standard structured tutorial, in altering students' knowledge and skills about interpretation of radiographs of the digit in the horse. It was also designed to assess students' attitudes toward the two educational interventions. A randomized, single-blinded, controlled trial of 96 fourth-year undergraduate veterinary students, involving an educational intervention of either structured tutorial or case-based e-learning, was performed. A multiple-choice examination based on six learning outcomes was carried out in each group after the session, followed by an evaluation of students' attitudes toward their session on a seven-point scale. Text blanks were available to students to allow them to comment on the educational interventions and on their learning outcomes. Students also rated, on a Likert scale from 1 to 7, their performance for each specific learning outcome and their general ability to use a systematic approach in interpreting radiographs. Data were analyzed using the Mann-Whitney test, the t-test, and the equivalence test. There was no significant difference in student achievement on course tests. The results of the survey suggest positive student attitudes toward the e-learning tool and illustrate the difference between objective ratings and subjective assessments by students in testing a new educational intervention. 相似文献
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Comparison of student performance after lecture-based and case-based/problem-based teaching in a large group 总被引：1，自引：0，他引：1
Grauer GF Forrester SD Shuman C Sanderson MW 《Journal of veterinary medical education》2008,35(2):310-317
The purpose of this study was to compare traditional lecture-based (LB) and case-based/problem-based (CB/PB) learning in a large group. Year 3 veterinary students at Kansas State University were asked to participate in a randomized controlled study. Students were grouped and randomly assigned to be taught by a CB/PB or a LB method. Students took identical multiple-choice examinations, one given within a week of the last class and a different one given four months later. There was no direct effect of teaching method on group scores for either examination. CB/PB students scored higher on higher-difficulty questions on the first examination (p < 0.003), but there was no effect on questions of lower and medium difficulty. There was no effect of teaching method on student performance for the second examination; however, the question difficulty category scores were all different (p < 0.017). Evaluation of examination scores suggests that the two teaching methods were of similar efficacy. 相似文献
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Imadeldin Yahya Elhady A. M. Omer Morris Gellisch Beate Brand-Saberi Gabriela Morosan-Puopolo 《Anatomia, histologia, embryologia》2023,52(1):85-92
Embryology belongs to the basic sciences and is usually an integral part of the anatomy. The subject is traditionally taught by visual inspection of embryonic tissue slides stained with Haematoxylin and Eosin (H&E) to expose the dynamics of tissue histology as development proceeds. While combining in situ hybridization for gene expression analysis and immunostaining for protein expression analysis is an established technique for embryology research, the implementation of this tool in embryology teaching has not been described. The present study was conducted to assess the use of an online multi-colour gene expression analysis technique, alongside histological sections and diagrams, to improve students' understanding of embryology. The participants of this study were bachelor's students of Veterinary Medicine at the University of Khartoum. The method was also evaluated by distributing questionnaire items to Veterinary students via Google forms; subsequently, their responses were analysed qualitatively. The majority of students stated that the new technique was beneficial for their learning of embryology. The multi-colour images proved a more effective means for learning embryology than the traditional H&E image. Results from the students strengthen the belief in applying the multi-colour technique for better embryology course learning. 相似文献
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In recent years, veterinary education has received an increased amount of attention directed at the value and application of collaborative case-based learning. The benefit of instilling deep learning practices in undergraduate veterinary students has also emerged as a powerful tool in encouraging continued professional education. However, research into the design and application of instructional strategies to encourage deep, collaborative case-based learning in veterinary undergraduates has been limited. This study focused on delivering an instructional intervention (via a 20-minute presentation and student handout) to foster productive, collaborative case-based learning in veterinary education. The aim was to instigate and encourage deep learning practices in a collaborative case-based assignment and to assess the impact of the intervention on students' group learning. Two cohorts of veterinary students were involved in the study. One cohort was exposed to an instructional intervention, and the other provided the control for the study. The instructional strategy was grounded in the collaborative learning literature and prior empirical studies with veterinary students. Results showed that the intervention cohort spent proportionally more time on understanding case content material than did the control cohort and rated their face-to-face discussions as more useful in achieving their learning outcomes than did their control counterparts. In addition, the perceived difficulty of the assignment evolved differently for the control and intervention students from start to end of the assignment. This study provides encouraging evidence that veterinary students can change and enhance the way they interact in a group setting to effectively engage in collaborative learning practices. 相似文献
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A course called Health Management 1 was created as part of a new DVM curriculum at the Ontario Veterinary College. This full year course was designed to introduce students to basic concepts of health management, integrating the disciplines of epidemiology, ethology, and public health in the context of selected animal industries. The course was comprised of 60 lecture hours and four two-hour laboratories. A common definition of health management, incorporating five principles, was used throughout the course, in order to reinforce the concepts and to maintain continuity between lecture blocks. Unlike in the years prior to the introduction of the new curriculum, epidemiology was presented as a tool of health management rather than as a separate discipline. To supplement the lecture and laboratory material, a Web-based resource was created and the students were required to review the appropriate section prior to each lecture block. Small quizzes, consisting of 10 questions each within WebCT, were used to stimulate self-directed learning. Overall, the course was well received by the students. The Web resources combined with the WebCT quizzes proved to be an effective method of stimulating students to prepare for lecture. 相似文献
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RATIONALE FOR STUDY: To encourage application and critical thinking, case-based writing assignments and grading rubrics were developed for use in a second-year core clinical pathology course. Objectives were to describe how this teaching technique was adapted to a large-class setting and how student perceptions of the learning experience guided modifications of this teaching technique over two presentations of the course and plans for a third presentation. Our goal was to enhance learning by encouraging application of course material to clinical situations and thereby improve students' ability to organize and communicate information. Furthermore, we evaluated the influence of instructor feedback on the learning process. METHODS: With assistance from the University of Minnesota Center for Writing, assignments and grading rubrics were developed. Students completed course evaluation surveys designed to elicit feedback on the impact of the assignments. RESULTS: Increased learner confidence was reflected in larger self-reported increases in understanding of the material and ability to apply information and in increased feelings of preparedness for class and examinations. A large majority of students advocated the use of such assignments in the course in future years, and modifications to make grading and evaluation of assignments more efficient are underway. CONCLUSIONS: Investment of faculty and student time in case-based writing assignments in the veterinary clinical pathology curriculum appears to increase student engagement with material and learner confidence. Future studies should address the impact of this type of assignment more specifically on clinical reasoning and communication skills and on long-term retention of material. 相似文献
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H. S. Lee 《Anatomia, histologia, embryologia》2005,34(Z1):29-29
In Korea, there are 10 veterinary schools and about 500 new veterinarians are produced annually. Veterinary education is 6‐year‐system composed of pre‐veterinary (2 yrs) and veterinary course (4 yrs). Total of 28 to 33 subjects are taught in professional curriculum, including 21 of 23 subjects recommended by the World Veterinary Association (WVA) as minimum requirements for veterinary education. Only economics and botany are excluded. Currently, 6648 veterinarians are active in the profession in Korea; about 31% of these in clinical practice and 69% in non‐clinical areas. Korea has 3.5 million pets, 10.4 million livestocks, 105 million chickens, and 0.5 million other animals. In general, 630 livestock units (LU) are covered by each veterinarian. With improvement of economic status and life style change, the number and variety of species of companion animals are expanding, accordingly. Also the importance of molecular biology is recognized and included in the professional curriculum. In these changing times, it is believed that gross anatomy, histology and embryology are essential integral component of found in veterinary education. But the teaching hours of histology, embryology and gross anatomy have reduced 15% during last 5 years due to new subjects. Total teaching hours in professional curriculum is about 4100 hours (pre‐clinical 29%, paraclinical 32%, clinical course 38%). Average 200 hours are allocated for gross anatomy, histology and embryology lecture and average 250 hours for laboratory practice. The number of students per class ranges 40–80 depending on schools. The ratio of male and female students is 6–4, and the teaching faculty and students 1–22. The Korean Association of Veterinary Anatomists (KAVA) recommend one cow, five dogs, two pigs, five goats and 20 chickens per 20 students to be used for the dissection. The students are evaluated using various types of exam such as assignments, written and oral tests. Recently some schools are beginning to adopt block lectures and/or PBL. 相似文献
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The teaching of an applied parasitology course suitable for both veterinary and biomedical students is described. A common lecture course is given complemented by separate and specific practical, research and problem-based learning components designed for veterinary and biomedical students. For veterinary and biomedical students, teaching of parasitology during the full course comprises a total of 46 lectures; 13 practical classes for veterinary students and five for biomedical students who also undertake an independent research project. 相似文献
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为了进一步提高动物生物化学实验课程的教学效果,提高学生的动手能力及对实验课熟悉程度,加深对理论课的理解,在动物生物化学实验课中尝试应用混合式教学方法。结果显示,使用混合式教学组的学生平均实验成绩为(91.25±2.48)分,传统教学组的学生平均实验成绩为(89.65±2.19)分,混合式教学组的学生比传统教学组的学生平均实验成绩提高1.78%;使用混合式教学后的平均实验成绩为(91.35±2.48)分,混合式教学前的平均实验成绩为(87.35±3.35)分,使用混合式教学后比未使用时的实验成绩提高4.58%。整个实验过程学生参与度、积极性较高,能够明显提高动物生物化学实验课教学效果。 相似文献
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微课在家畜解剖学课程教学过程中的应用效果评价 《畜牧与饲料科学》2019,40(11):96-98
为探讨微课在家畜解剖学理论教学中的应用效果,随机选取动物医学专业2个教学班为研究对象,试验组采用微课的课前、课堂和课后全过程应用,对照组采用传统的教学模式。结果表明：试验组的测试成绩显著高于对照组成绩,差异显著（P<0.05）。而对照组在引入微课教学模式后,成绩显著提升,与试验组对照差异不显著（P>0.05）。微课引入家畜解剖学的教学过程,在提高教学质量的同时,也激发了学生学习解剖的兴趣和积极性,变被动学习为主动学习。 相似文献
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兽医内科学是兽医学科的主干课程之一,掌握兽医内科学理论和运用所学知识解决临床问题对学生理论知识和实践能力有很高的要求。在有限的课堂教学内容中使学生掌握兽医内科学的学习方法和临床诊疗能力是当前我国兽医内科学教学工作者的探索重点,传统的教师主导型教学模式已不能满足兽医内科学理论增长及技术革新的要求。病案教学法旨在提高学生学习兴趣,培养其独立思考、分析问题、解决问题的能力,是兽医教学改革的方向之一。根据对该课程教学的体会,阐述病案教学法在兽医内科学理论及实践教学中的运用,旨在为提高兽医内科学教学质量提供参考。 相似文献
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Bovine rectal palpation, a procedure that requires considerable practice to develop the necessary skills, is often taught during extramural activities, or even learnt in practice after graduation. However, student access to cows in extramural activities may be limited because of student numbers, animal welfare considerations and concerns over induction of embryo mortality because of inexperience of the student. To overcome some of these limitations, in our school practical classes of bovine rectal palpation are taught in a slaughterhouse, with small groups of approximately 10 students per class, over a period of 30 weeks. Number of cows palpated, type of cases found and the success rate of students in the final practical exam were recorded and analysed for 3 years, and contrasted with the pre-established goals for the course. Additionally, a questionnaire was sent to former students to assess their opinion on the usefulness of the palpation course, as well as to identify main learning difficulties and collect suggestions to improve teaching methods. Overall, the information obtained indicated that the course is useful to teach palpation skills, even if the original goals may have been very optimistic. Most (96%) of the respondents had the opinion that the course was very useful or useful. Several suggestions were offered to improve teaching methods, but there was no consensus on a single recommendation. Despite the fact that a considerable number of respondents to the questionnaire did not use bovine rectal palpation in their practice, only one considered the classes 'not useful'. It is concluded that this method of teaching rectal palpation should be continued and the teaching methods improved with the adoption of some modifications. 相似文献
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Tarlinton RE Yon L Klisch K Tötemeyer S Gough KC 《Journal of veterinary medical education》2011,38(3):305-310
Problem-based or case-based learning is a popular method of instruction in clinical degrees such as veterinary science, nursing, and medicine. It is difficult, however, for students to adapt to this learning method, and this difficulty has been well described. The present study surveyed first-year undergraduate veterinary students at the University of Nottingham about the challenges they faced upon beginning problem-based learning sessions. A surprisingly large percentage of students (36% of females and 38% of males) reported a lack of confidence in speaking in front of the other students as a concern they experienced during their first term. Conversely, only 10% of the female students (and none of the male students) reported overconfidence as a problem. This is in contrast to the perceptions of the staff members who facilitated the sessions who reported that 14% of the students exhibited underconfidence and 14% exhibited overconfidence. The difference between the female and male students' responses as well as the difference between the perceptions of students and those of facilitators is statistically significant (G-test p<.05). 相似文献