Publikationsdatenbank

Evaluation of virtual patients in a blended learning delivery format for clinical interdisciplinary lectures in veterinary education (2022)

Art

Hochschulschrift

Autor

Vogt, Lena (WE 16)

Quelle

Berlin: Mensch & Buch Verlag, 2022 — XLVI, 83 Seiten

Sprache

Englisch

Verweise

URL (Volltext): https://refubium.fu-berlin.de/handle/fub188/35336

Kontakt

Institut für Veterinär-Epidemiologie und Biometrie

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

Abstract / Zusammenfassung

The objective of ILs is the interconnection of different subjects taught in the veterinary curriculum and the preparation of students for their future veterinary profession through interdisciplinary and relevant cases in clinical medicine and VPH. Higher education is often characterised by the departmental boundaries in educational establishments which can hinder the collaboration and joint mediation of content. Interdisciplinary lectures present an opportunity to overcome these boundaries and offer students highly interdisciplinary cases for the interconnection of individual subjects and the application of knowledge. Unfortunately, in education, the focus is often only on the lowest level of Bloom’s taxonomy for learning objectives, and higher levels such as application or synthesis are left aside. Consequently, cognitive processes on higher levels are not promoted, students are not assisted into exploiting their full potential and are not able to fulfil the high expectations irecte towards them. As a consequence of the EAEVE visit of the VM-FUB in 2007, it was decided to revise the ILs with a special focus on their organisation and visibility as well as their content and didactic approach. Also, an internal survey in 2014 showed the students´ criticism that the ILs did not fulfil their requirements for IT. Consequently, the QuerVet project started in 2016 in order to revise the ILs at VM-FUB to meet the German requirements for ILs (according to TAppV) and to respond to the demands for improvement by students and the EAEVE. For the clinical ILs, VPs in a BL delivery format were chosen as a possible approach to offer interdisciplinary casebased content to veterinary students, with learning goals in all categories of Bloom’s taxonomy for educational objectives. This thesis concentrated on the clinical ILs. The objective of this work was to create VPs in a BL delivery format, implement them into the IL setting and to analyse their suitability for teaching ILs in veterinary education. This was realised through several student surveys analysing students’ acceptance of VPs in a BL delivery format for clinical ILs, the achievement of learning objectives in the categories 1-3 of Bloom’s taxonomy for educational objectives and the realisation of the 3 KCs for ILs through VPs in a BL delivery format. The focus of the first study of the present thesis was on the creation, implementation and evaluation of three VPs in the field of small animal reproduction. The surveys concentrated on the case-based approach analysing the didactic use of media and the usability of the cases on the one hand, and the didactic concept on the other hand with an emphasis on selfassessed learning outcomes and the BL concept. The second study of this thesis focussed on the evaluation of the overall BL concept of the new ILs, for both thematic fields of clinical veterinary medicine and VPH. Furthermore, a comparative analysis was done of the previous and new concepts related to the implementation of the three KCs for ILs. The results of both studies showed that VPs are very suitable in a BL delivery format for clinical ILs. The aforementioned deficiencies of the previous ILs at VM-FUB were collectively addressed and corrected in the QuerVet project. The new ILs are now presented on a well-arranged landing page with a coherent course concept and with a balanced ratio of highly interdisciplinary cases from the fields of clinical veterinary medicine and VPH. Furthermore, in the context of the clinical ILs, sustainable, interactive and interdisciplinary VPs with relevance to veterinary practice were successfully implemented in a modular BL delivery format. Virtual patients and BL should be integrated more extensively into the veterinary curriculum as they can also help reach higher levels of Bloom’s taxonomy for educational objectives. Furthermore, there is a high level of acceptance of VPs and BL by students and lecturers. Also, IT should be extended further to offer students more opportunities to apply their knowledge to realistic scenarios and better interconnect the different subjects in veterinary education. Practical educational training with animals is classified as animal experimentation and as both VP and BL offer a solution to CBL of clinical topics for the ILs, which at VM-FUB are a nonpractical course, VPs could also help to further implement the 3R principles in veterinary education in general. The results of this thesis and other publications show a high level of acceptance of VPs by veterinary students and further studies regarding their efficiency in combination with other alternative methods should be of future interest.