Publication Database

Teaching Evidence-Based Veterinary Medicine – New insights into critical thinking, implementation of writing of knowledge synthesis and use of mobile devices by students (2017)

Art

Hochschulschrift

Autor

Kasch, Cindy (WE 19)

Quelle

Berlin, 2017 — 78 Seiten

Sprache

Englisch

Verweise

URL (Volltext): https://refubium.fu-berlin.de/handle/fub188/10254

Kontakt

Tierklinik für Fortpflanzung

Königsweg 65
Haus 27
14163 Berlin
+49 30 838 62618
fortpflanzungsklinik@vetmed.fu-berlin.de

Abstract / Zusammenfassung

Evidence-Based Veterinary Medicine (EBVM) is a relatively new field in veterinary curricula and veterinary practice. The aim of EBVM is to base clinical decisions regarding diagnostic procedures and treatments on recent, valid, clinically relevant research data. Veterinary practitioners and clinicians should use optimal diagnostics, interventions and medications to examine and to treat their patients. Therefore, they should assess the topicality of their procedures and therapies to treat their patients as best as possible. This means clinicians need skills in observation, manual dexterity, and also other skills such as communication and empathy for patients and owners. Specifically, the EBVM concepts should be incorporated into preclinical and clinical courses. For the realization of an evidence- based patient care, it is important to know core concepts of EBVM and to be skilled in five steps: formulation of a clinical question, searching for literature, assessing the validity and applicability, the implementation into practice and finally an assessment of whether the new findings have improved clinical practice. Rather than merely transferring information, veterinary education should stimulate and motivate students and let them think critically. Frontal teaching, however, is still applied frequently in veterinary education which only rarely stimulates student interaction, besides it does not support independent thinking and critical questioning. In addition to the concept of EBVM, the critical thinking, and also the rapid development of new communication technologies has influenced veterinary education already. One helpful tool to facilitate the access to research results and thereby the implementation of Evidence-Based Medicine (EBM) is a Critically Appraised Topic (CAT). A CAT is a standardized summary of research evidence evolved around a clinical question, generated from a specific patient situation or problem. The overall objective of the conducted studies was to survey possibilities to include EBVM concepts in veterinary education. For this purpose three studies were conducted: 1\. In the first study the research question was, if fourth-year students consider in-course discussion useful and if sufficient possibilities for discussion are provided and supported by their lecturers. The majority agreed or strongly agreed that clinical topics should be discussed during class time. Frequently stated reasons were improved learning and the opportunity to look at topics from different perspectives. In conclusion, a considerable absence of and request for discussion within veterinary education was found. In light of these findings, we emphasize the need for new teaching strategies that promote independent thinking and critical questioning. That suggested the implementation of more discussion opportunities in well considered and moderated settings in veterinary teaching. 2\. The research question of the second study was to determine adoption and use of mobile devices and online services of veterinary students. According to their answers the majority used a smartphone as mobile device. The data suggested, that most students are familiar with mobile devices and the use of social media, so that new learning strategies could be developed and applied that encompass mobile online learning. These strategies could help to better address different learning types, provide sufficient interactivity and feedback. However, despite promising results reporting a positive educational effect, these perceptions need to be validated in further research. 3\. The objective of the third study was the development, the use and an evaluation of a German language database for Critically Appraised Topics (CATs). Experts of the European Board of Veterinary Specialization were asked to appraise CATs written by students. A total of 153 veterinary medicine students in their fifth year developed 21 CATs. The majority of the students stated that writing CATs is a good exercise and that it is important to train the assessment of scientific information. Nine out of 13 CATs were graded as ´good`. In conclusion veterinary medicine should in general be more responsive to the integration of recent literature and to a critical approach of information. Specifically, the development of a CAT by students is a good approach to teach the concepts of EBVM. In consideration of new technologies, the CAT-database can be used by German veterinary students and in the future by practitioners.