Publikationsdatenbank

Teaching outbreak investigations with an interactive blended learning approach (2022)

Art

Zeitschriftenartikel / wissenschaftlicher Beitrag

Autoren

Duckwitz, Veronica (WE 16)

Vogt, Lena (WE 16)

Hautzinger, Claudia

Bartel, Alexander (WE 16)

Reinhardt, Jeelka

Haase, Sebastian

Alter, Thomas (WE 8)

Fulde, Marcus (WE 7)

Bahramsoltani, Mahtab (WE 1)

Doherr, Marcus G. (WE 16)

Quelle

Journal of veterinary medical education

Bandzählung: 49

Heftzählung: 3

Seiten: 312 – 322

ISSN: 0748-321x

Sprache

Englisch

Verweise

URL (Volltext): https://jvme.utpjournals.press/doi/10.3138/jvme-2020-0077

DOI: 10.3138/jvme-2020-0077

Pubmed: 34129432

Kontakt

Institut für Veterinär-Epidemiologie und Biometrie

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

Abstract / Zusammenfassung

Public health is a central but often neglected component of veterinary education. German veterinary public health (VPH) education includes substantial theory-focused lectures, but practical case studies are often missing. To change this, we combined the advantages of case-based teaching and blended learning to teach these topics in a more practical and interactive way. Blended learning describes the combination of online and classroom-based teaching. With it, we created an interdisciplinary module for outbreak investigations and zoonoses, based on the epidemiology, food safety, and microbiology disciplines. We implemented this module within the veterinary curriculum of the seventh semester (in the clinical phase of the studies). In this study, we investigated the acceptance of this interdisciplinary approach and established a framework for the creation of interactive outbreak investigation cases that can serve as a basis for further cases. Over a period of 3 years, we created three interactive online cases and one interactive in-class case and observed the student-reported evaluation of the blended learning concept and self-assessed learning outcomes. Results show that 80% (75-89) of students evaluated the chosen combination of case-based and blended learning for interdisciplinary teaching positively and therefore accepted it well. Additionally, 76% (70-98) of students evaluated their self-assessed learning outcomes positively. Our results suggest that teaching VPH through interdisciplinary cases in a blended learning approach can increase the quality of teaching VPH topics. Moreover, it provides a framework to incorporate realistic interdisciplinary VPH cases into the curriculum.