Publikationsdatenbank

Implementation of 3R in veterinary education through virtual patients (2018)

Art

Vortrag

Autoren

Vogt, Lena (QuerVet)

Duckwitz, Veronica (QuerVet)

Hautzinger, Claudia

Reinhardt, Jeelka

Birk, Stephan

Ladwig, Mechthild (WE 11)

Thoene-Reineke, Christa (WE 11)

Doherr, Marcus (WE 16)

Kongress

21st European Congress on Alternatives to Animal Testing

Linz, 23. – 26.09.2018

Quelle

Alternativen zu Tierexperimenten / Alternatives to animal experimentation

Bandzählung: 7

Heftzählung: 2

Seiten: 242

ISSN: 1868-596x

Sprache

Englisch

Verweise

URL (Volltext): http://www.altex.ch/altex-proceedings/2-18-linz-eusaat

Kontakt

Institut für Veterinär-Epidemiologie und Biometrie

Königsweg 67
14163 Berlin
+49 30 838 56034
epi@vetmed.fu-berlin.de

Abstract / Zusammenfassung

Education of veterinary students includes clinical training using animals.This training involves the demonstration of certain examinations through teaching staff, repetition of those techniques by students under supervision and the refinement of the procedure. Since the amendment of the German Animal Welfare Act in 2013 the use of animals in education must be registered as animal experiments.
In July 2016 the eLearning project “QuerVet” started at Freie Universität Berlin not only to create virtual patients respectively virtual cases for the obvious benefits of eLearning such as flexibility and interactive teaching but also to be able to better prepare students for the future contact with animals and to reduce the numbers of live animals for education.
Training modules developed within “QuerVet” are implemented as interdisciplinary courses in 6th, 7th and 8th semester of the veterinary curriculum. Virtual patients within these modules have to be interdisciplinary, practically oriented and case-based; requirements that the previously offered lecture-based formats did not adequately fulfil.
Successively the newly developed modules are introduced using a modular blended learning concept. They are grouped by themes and aligned with topics of the remaining curriculum. Each module is created with an average of three virtual patients and one on-site activity in the lecture hall; the latter to present additional information on the topic and provide an opportunity for discussions.
In cooperation with the Centre for Digital Systems (CeDiS) of the Freie Universität Berlin, patient examinations and relevant procedures were video-taped and added to the virtual patients as background information. These recordings are constantly accessible for students and available to the teaching staff as well to be used for other occasions. In addition to the recordings, interactive elements were implemented into the virtual patients so that the students are able to practice skills such as a sample taking or sonographic examination.
The enrichment of virtual patients not only makes the online appearance more authentic but also reduces the number of demonstrations needed in clinical training, prepares the student much better since it can be repeated and watched at any time and therefore refines the further educational practical training.
The students were asked to anonymously participate in concurrent surveys after each online case and each module. The acceptance of the new concept, case-based structure and authenticity as well as achievement of educational objectives and learning motivation were assessed. Furthermore, each digital item such as the videos or interactive element were evaluated by the students for their educational benefit. So far, more than 400 students have participated in the various surveys.
Results show a high acceptance of this blended learning concept, as well as a good achievement of their subjective ed-ucational objectives. The educational implementation of patient examination recordings and interactive elements were graded as very useful and the virtual patients as authentic.
Blended learning concepts including virtual patients are well accepted by students, provide another format for veterinary clinical training and help to reduce and refine the use of animals and therefore the number of animal experiments in veterinary education.