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Heise SAC, Wissing S, Nerschbach V, Preussing E, Tipold A, Kleinsorgen C. Evaluation of an Interprofessional Blended Learning Course Focusing on Communication within Veterinary Teams. Animals (Basel) 2024; 14:729. [PMID: 38473115 DOI: 10.3390/ani14050729] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2024] [Revised: 02/23/2024] [Accepted: 02/26/2024] [Indexed: 03/14/2024] Open
Abstract
Based on the importance of communication and teamwork in veterinary practice, we explored the impact of a blended learning course designed to enhance interprofessional communication skills among veterinary students and apprentice assistants. The blended learning course design included online modules, synchronous (online) seminars, and simulation training sessions. The asynchronous online elements should complement the varied schedules of different professions and meet the individual needs of participants, especially considering the challenges posed by the COVID-19 pandemic. The course structure, evaluations, and outcomes were documented, showing a positive impact on knowledge gain concerning communication and self-assessment in communication skills. In the pretest, the participants scored 43.18% correct answers to a knowledge test, whereas 71.50% correct answers were given in the posttest. Some participants indicated an improvement in the self-assessment of their skills. For example, before the training only 13.64% answered the question "How prepared do you feel regarding your communication skills for entering the profession?" with "Very good" or "Good", versus 50.00% in the posttest. There were also only 22.73% of participants who agreed to having sufficient understanding of the roles of other professional groups, while in the posttest, 81.82% agreed. The evaluations highlighted positive feedback on the organization, learning environment, and overall course structure. However, challenges such as limited resources, especially time and financial constraints, influenced the implementation and ongoing development of the course. Subsequent runs of the course could gather more data to further improve the teaching of veterinary interprofessional communication. This ongoing data collection would allow continuous insights into and adjustments to the teaching methods, ensuring maximum benefit for veterinary students and apprentice assistants.
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Affiliation(s)
- Sylva Agnete Charlotte Heise
- E-Learning-Consulting, Centre for E-Learning, Didactics and Educational Research, University of Veterinary Medicine Hannover, 30559 Hannover, Germany
| | - Sandra Wissing
- Centre for E-Learning, Didactics and Educational Research, Clinical Skills Lab, University of Veterinary Medicine, 30173 Hannover, Germany
| | - Verena Nerschbach
- Clinic for Small Animals, University of Veterinary Medicine Hannover, 30559 Hannover, Germany
| | - Ellen Preussing
- Lightwings Preussing, VetAcademy, 8134 Adliswil, Switzerland
| | - Andrea Tipold
- Centre for E-Learning, Didactics and Educational Research, Clinical Skills Lab, University of Veterinary Medicine, 30173 Hannover, Germany
| | - Christin Kleinsorgen
- E-Learning-Consulting, Centre for E-Learning, Didactics and Educational Research, University of Veterinary Medicine Hannover, 30559 Hannover, Germany
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Heise SAC, Tipold A, Rohn K, Kleinsorgen C. Measuring Veterinarian Professions' Readiness for Interprofessional Learning in a Pre- and Post-Intervention Study. Animals (Basel) 2024; 14:229. [PMID: 38254398 PMCID: PMC10812513 DOI: 10.3390/ani14020229] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2023] [Revised: 01/04/2024] [Accepted: 01/08/2024] [Indexed: 01/24/2024] Open
Abstract
The integration of interprofessional collaboration is becoming increasingly crucial in veterinary care settings, emphasising the need for interprofessional education (IPE) in veterinary programmes. This study explores the readiness for interprofessional learning among German veterinary students, apprentices and related occupations before and after an interprofessional communication course. It assesses the impact of this course on the participants' attitudes using the Readiness for Interprofessional Learning Scale (RIPLS). The course, offered in two iterations, combined asynchronous online modules, live seminars and practical training elements. The RIPLS was administered before and after the course to gauge attitude shifts towards interprofessional learning. Statistical analyses, including McNemar, Cohen's Kappa and exact Fisher tests, were employed to compare pre- and post-test responses. Despite challenges in participant linking, significant findings emerged between the student and apprentice groups in specific areas of the RIPLS, notably in the "Professional Identity" subscale post-course. However, correlations between face-to-face contact and RIPLS ratings were not observed, suggesting a need for more integrated interprofessional learning experiences. While some limitations in sample size and profession distribution hinder generalisability, this study indicates a high receptiveness to interprofessional learning in veterinary education, emphasising the potential for attitude changes with more interactive participation and programme adjustments.
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Affiliation(s)
- Sylva Agnete Charlotte Heise
- E-Learning-Consulting, Center for E-Learning, Didactics and Educational Research, University of Veterinary Medicine Hannover, 30559 Hannover, Germany
| | - Andrea Tipold
- Clinic for Small Animals, University of Veterinary Medicine Hannover, 30559 Hannover, Germany;
| | - Karl Rohn
- Institute of Biometrics, Epidemiology and Information Processing, University of Veterinary Medicine Hannover, 30559 Hannover, Germany
| | - Christin Kleinsorgen
- E-Learning-Consulting, Center for E-Learning, Didactics and Educational Research, University of Veterinary Medicine Hannover, 30559 Hannover, Germany
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Steinberg E, Marsch S, Yanagida T, Dörrenbächer-Ulrich L, Pfeiffer C, Bührle P, Schwarz L, Auer U, Kleinsorgen C, Perels F. Development and validation of the Workplace Learning Inventory in Health Sciences Education: a multimethod study. Adv Health Sci Educ Theory Pract 2023:10.1007/s10459-023-10295-y. [PMID: 37938501 DOI: 10.1007/s10459-023-10295-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/13/2023] [Accepted: 10/08/2023] [Indexed: 11/09/2023]
Abstract
Health sciences students face many challenges in regard to clinical practical learning. A better understanding of student learning is required to address student needs in this crucial phase. The theory of self-regulated learning provides a comprehensive view of learning and could serve as a basis for further research. There are instruments to assess self-regulated learning in preclinical academic learning. However, there are no such instruments for workplace learning. The aim of the present study is to provide a comprehensive inventory from which researchers can select those scales that are relevant to their research questions in the investigation of workplace learning. Hence, the aim is to develop and validate a set of scales to assess undergraduates' workplace learning in health sciences education in four areas (cognition, motivation, emotion, and context) on two levels (the learning process level and the metalevel). Study 1 is a qualitative multimethod study to identify indicators and develop items. It integrates the perspectives of students, teachers, and researchers and includes six steps: literature review, interviews, synthesis, item development, expert review, and cognitive pretesting. This study yields a set of scales for each area on both levels. Study 2 is a quantitative study to assess the psychometric properties. The results show acceptable values in terms of unidimensionality, reliability and validity for each of the 31 scales. The newly developed Workplace Learning Inventory is comprehensive; the scales are relevant to workplace learning and short enough that their administration is feasible in the workplace setting. The rigorous process of questionnaire development contributes to the validity of scales. By providing the Workplace Learning Inventory, we hope to encourage research on workplace learning in health sciences education from an educational psychology perspective.
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Affiliation(s)
- Evelyn Steinberg
- Vice-Rectorate for Study Affairs and Clinical Veterinary Medicine, University of Veterinary Medicine Vienna, Vienna, Austria.
| | - Stephan Marsch
- Vice-Rectorate for Study Affairs and Clinical Veterinary Medicine, University of Veterinary Medicine Vienna, Vienna, Austria
| | - Takuya Yanagida
- Vice-Rectorate for Study Affairs and Clinical Veterinary Medicine, University of Veterinary Medicine Vienna, Vienna, Austria
| | | | - Christopher Pfeiffer
- Vice-Rectorate for Study Affairs and Clinical Veterinary Medicine, University of Veterinary Medicine Vienna, Vienna, Austria
| | - Petra Bührle
- Vice-Rectorate for Study Affairs and Clinical Veterinary Medicine, University of Veterinary Medicine Vienna, Vienna, Austria
| | - Lukas Schwarz
- Clinic for Swine, University of Veterinary Medicine Vienna, Vienna, Austria
| | - Ulrike Auer
- University Hospital for Small Animals, University of Veterinary Medicine Vienna, Vienna, Austria
| | - Christin Kleinsorgen
- Centre for E-Learning, Didactics and Educational Research, University of Veterinary Medicine, Hannover, Germany
| | - Franziska Perels
- Department of Educational Science, Saarland University, Saarbrücken, Germany
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Folgmann MS, Kleinsorgen C, Stock KF, Meister D, Hellige M, Feige K, Delling U. Digitalisation in pre-purchase examination and prospects for an equine health database in Germany-Results of an online survey among equine veterinarians. Equine Vet J 2023. [PMID: 37699747 DOI: 10.1111/evj.14001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2023] [Accepted: 08/21/2023] [Indexed: 09/14/2023]
Abstract
BACKGROUND Digital recording and storage of health data are becoming increasingly important in the fields of both human and veterinary medicine. There is currently a lack of information on the level of digitalisation among equine veterinarians in Germany and their attitudes towards advanced digitalisation. OBJECTIVES To collect opinions of equine veterinarians about (1) digital data collection in pre-purchase examinations (PPEs), and (2) the establishment of an equine health database in Germany. STUDY DESIGN Cross-sectional survey. METHODS An online survey was developed and distributed via email exclusively to equine veterinarians in Germany. After 40 days of data collection, answers were used for descriptive statistical analyses. RESULTS The survey was sent to 1055 recipients, of which 147 (13.9%) participated and 130 survey responses from equine veterinarians could be used for analyses. Most respondents were working in an equine practice (77.9%) and performing PPEs (93.8%), for which they mostly used printed protocols (86.0%). The PPE protocol of the German Equine Veterinary Association as a paper print was the format most frequently used (47.1%). The majority of participating equine veterinarians (90.2%) would use a digital protocol for PPEs if available. Concerns were expressed about user-friendliness (55.9%) and integration into the daily veterinary routine (54.6%). Regarding the establishment of an equine health database, 72.3% of the respondents stated they would appreciate it. However, about one-third would support such a development only under certain conditions: guaranteed data safety, collection of objective data or involving the opinion of other stakeholders. MAIN LIMITATIONS Low response rate, potential non-response bias and wide range of question topics. CONCLUSION A positive attitude towards digital PPEs and an equine health database in Germany became apparent. To facilitate further progress, it would be crucial to consider the concerns and conditions identified in this study to generate maximum compliance.
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Affiliation(s)
| | - Christin Kleinsorgen
- Center for E-Learning, Didactics and Educational Research, University of Veterinary Medicine Hannover, Hannover, Germany
| | | | - Daniel Meister
- Equine Medical Center Stephansmühle, Hipoltstein, Germany
| | - Maren Hellige
- Clinic for Horses, University of Veterinary Medicine Hannover, Hannover, Germany
| | - Karsten Feige
- Clinic for Horses, University of Veterinary Medicine Hannover, Hannover, Germany
| | - Uta Delling
- Clinic for Horses, University of Veterinary Medicine Hannover, Hannover, Germany
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Becker B, Tipold A, Ehlers J, Kleinsorgen C. Veterinarians' perspective on telemedicine in Germany. Front Vet Sci 2023; 10:1062046. [PMID: 36876017 PMCID: PMC9975549 DOI: 10.3389/fvets.2023.1062046] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/05/2022] [Accepted: 01/23/2023] [Indexed: 02/17/2023] Open
Abstract
Introduction Information on the use of telemedical approaches in the context of veterinary medicine is evolving. As in human medicine, veterinary medicine is subject to an increasing digitalization effort. The aim of the current study was to investigate the perspective of German veterinarians regarding their awareness and usage of telemedical approaches. Furthermore, the degree of implementation of different digital approaches in the context of German veterinary medicine was elaborated. Methods A literature review, that also aimed to address the necessary framework or standardization of these digitalization efforts and potential barriers such as legal or infrastructural aspects, provided information for the empirical research. Using a quantitative research approach, the perspective of German veterinarians was surveyed. Results In total, responses from 169 veterinarians were analyzed. The results show that digital approaches were used by veterinarians and the usage was enhanced by the COVID-19 crisis. Discussion However, the lack of a clear legal framework may be a significant barrier for further implementation. This survey provides a basis for a critical discussion on the use of veterinary telemedicine in Germany. The results may contribute to future strategies for the implementation and development of necessary policies, training, and service applications within Germany, which may be transferable for the profession in other countries.
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Affiliation(s)
- Björn Becker
- Centre for E-Learning, Didactics and Educational Research, University of Veterinary Medicine, Hannover, Germany.,Veterinary Practice B. Becker, Heek, Germany
| | - Andrea Tipold
- Clinic for Small Animals, University of Veterinary Medicine, Hannover, Germany
| | - Jan Ehlers
- Department of Medical, Faculty of Health, Didactics and Educational Research in Health Care, Witten/Herdecke University, Witten, Germany
| | - Christin Kleinsorgen
- Centre for E-Learning, Didactics and Educational Research, University of Veterinary Medicine, Hannover, Germany
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Kleinsorgen C, Baumann A, Braun B, Griewatz J, Lang J, Lenz H, Mink J, Raupach T, Romeike B, Sauter TC, Schneider A, Tolks D, Hege I. Publication activities relating to digital teaching and learning in the GMS Journal for Medical Education - a descriptive analysis (1984-2020). GMS J Med Educ 2022; 39:Doc59. [PMID: 36540555 PMCID: PMC9733476 DOI: 10.3205/zma001580] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 03/29/2022] [Revised: 07/15/2022] [Accepted: 08/22/2022] [Indexed: 06/17/2023]
Abstract
AIMS AND OBJECTIVES Digital teaching, learning and assessment have been part of medical education and continuing education for decades. The objective of this review paper is to highlight developments and perspectives in these areas in the GMS Journal for Medical Education (GMS JME). METHODOLOGY In the spring of 2020, we conducted a systematic literature search of the Journal for Medical Education (JME) and analysed the articles with regard to different categories such as article type, digital tools used or mode of data collection. RESULTS Of the 132 articles analysed, 78 were digital interventions (53 of which were exploratory-descriptive), 28 were project descriptions, 16 were surveys of needs or equipment and 10 were concept papers. About one-third of the studies and project reports each dealt with virtual patients or case-based learning, whereas no articles were published on trends such as serious games or virtual reality. Overall, our analysis shows that in many respects, the studies on digital teaching were more broadly based, especially between 2006 and 2010, after which this trend tended to decline again. CONCLUSIONS Our analysis shows that publications in the JME consider some key aspects of digital teaching in medical education and continuing education, such as educational videos or virtual patients. The variability of information and methods of presentation advocate the use of guidelines to optimise the quality of scientific papers. Furthermore, clues for future research topics and experimental study designs are identified.
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Affiliation(s)
- Christin Kleinsorgen
- University of Veterinary Medicine Hannover, Foundation, Centre for E-Learning, Didactics and Educational Research (ZELDA), Hannover, Germany
| | - Andrea Baumann
- University of Tübingen, Faculty of Medicine, The Competence Center for University Teaching in Medicine Baden-Württemberg, Faculty, Tübingen, Germany
| | - Barbara Braun
- Medical Faculty Mannheim of the University of Heidelberg, Studies and teaching development, digital teaching, Mannheim, Germany
| | - Jan Griewatz
- University of Tübingen, Faculty of Medicine, The Competence Center for University Teaching in Medicine Baden-Württemberg, Faculty, Tübingen, Germany
| | - Johannes Lang
- Justus-Liebig University Gießen, Faculty of Medicine, Division for Study and Teaching, Gießen, Germany
| | - Holger Lenz
- LMU Munich, University Hospital, Institute for Medical Education, Munich, Germany
| | - Johanna Mink
- University Hospital Heidelberg, Department of General Medicine and Health Services Research, Heidelberg, Germany
| | - Tobias Raupach
- University Hospital Bonn, Institute for Medical Education, Bonn, Germany
| | - Bernd Romeike
- University Medical Center, Academic Dean's Office, Division of Medical Education, Rostock, Germany
| | | | - Achim Schneider
- Ulm University, Medical Faculty, Office of the Dean of Studies, Ulm, Germany
| | - Daniel Tolks
- Leuphana University Lüneburg, Centre for Applied Health Promotion, Lüneburg, Germany
- Bielefeld University, Faculty of Medicine, WG Digital Medicine, Bielefeld, Germany
| | - Inga Hege
- LMU Munich, University Hospital, Institute for Medical Education, Munich, Germany
- University of Augsburg, Medical Education Sciences, Augsburg, Germany
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Reeh SB, Kleinsorgen C, Schaper E, Volk HA, Tipold A. Key feature-cases as virtual patients in education of veterinary neurology. Front Vet Sci 2022; 9:911026. [PMID: 36061112 PMCID: PMC9437545 DOI: 10.3389/fvets.2022.911026] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2022] [Accepted: 08/01/2022] [Indexed: 12/02/2022] Open
Abstract
To provide students of veterinary medicine with the necessary day 1 competences, e-learning offerings are increasingly used in addition to classical teaching formats such as lectures. For example, virtual patients offer the possibility of case-based, computer-assisted learning. A concept to teach and test clinical decision-making is the key feature (KF) approach. KF questions consist of three to five critical points that are crucial for the case resolution. In the current study usage, learning success, usability and acceptance of KF cases as neurological virtual patients should be determined in comparison to the long cases format. Elective courses were offered in winter term 2019/20 and summer term 2020 and a total of 38 virtual patients with neurological diseases were presented in the KF format. Eight cases were provided with a new clinical decision-making application (Clinical Reasoning Tool) and contrasted with eight other cases without the tool. In addition to the evaluation of the learning analytics (e.g., processing times, success rates), an evaluation took place after course completion. After 229 course participations (168 individual students and additional 61 with repeated participation), 199 evaluation sheets were completed. The average processing time of a long case was 53 min, while that of a KF case 17 min. 78% of the long cases and 73% of KF cases were successfully completed. The average processing time of cases with Clinical Reasoning Tool was 19 min. The success rate was 58.3 vs. 60.3% for cases without the tool. In the survey, the long cases received a ranking (1 = very good, 6 = poor) of 2.4, while KF cases received a grade of 1.6, 134 of the respondents confirmed that the casework made them feel better prepared to secure a diagnosis in a real patient. Flexibility in learning (n = 93) and practical relevance (n = 65) were the most frequently listed positive aspects. Since KF cases are short and highlight only the most important features of a patient, 30% (n = 70) of respondents expressed the desire for more specialist information. KF cases are suitable for presenting a wide range of diseases and for training students' clinical decision-making skills. The Clinical Reasoning Tool can be used for better structuring and visualizing the reasoning process.
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Affiliation(s)
- Solveig Brigitta Reeh
- Department of Small Animal Medicine and Surgery, University of Veterinary Medicine, Hannover, Germany
- *Correspondence: Solveig Brigitta Reeh
| | - Christin Kleinsorgen
- Center for E-Learning, Didactics and Educational Research, University of Veterinary Medicine, Hannover, Germany
| | - Elisabeth Schaper
- Center for E-Learning, Didactics and Educational Research, University of Veterinary Medicine, Hannover, Germany
| | - Holger Andreas Volk
- Department of Small Animal Medicine and Surgery, University of Veterinary Medicine, Hannover, Germany
| | - Andrea Tipold
- Department of Small Animal Medicine and Surgery, University of Veterinary Medicine, Hannover, Germany
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Rauch M, Bettermann V, Tipold A, Wissing S, Kleinsorgen C. Use of Actors or Peers as Simulated Clients in Veterinary Communication Training. J Vet Med Educ 2022; 50:e20210055. [PMID: 35617632 DOI: 10.3138/jvme-2021-0055] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
Using simulated clients is an effective teaching method for training and assessing communication skills in veterinary education. The aim of this study is to evaluate the use of actors and peers in communication skills training in veterinary medicine. For this purpose, the subjective perception of the use of actors was assessed in a first study using a paper-based self-evaluation survey. In a second study, different groups of veterinary students who trained their communication skills with actors or peers were compared in an electronic Objective Structured Clinical Examination (eOSCE) assessment with regard to their outcomes of communication proficiency. All participants reported the actors to be helpful and supportive in learning communication skills. Above all, participants highly rated the achieved authenticity when using actors as well as feedback sessions. Regarding the comparison of actors and peers as teaching methods, no significant difference in the performance of veterinary students in an eOSCE was identified. Despite the lack of objective evidence, both methods may be considered valuable and accepted teaching tools. Training with peers gives students an opportunity to learn how to conduct structured history interviews and to understand pet owners' motives at an early stage of undergraduate veterinary training. Change of perspective is considered a positive training element. However, when portraying authentic and standardized emotions and reactions and giving formative feedback based on the pet owners' internal perspectives, actors are beneficial for training advanced veterinary students and graduates in difficult conversation topics.
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Rauch M, Wissing S, Tipold A, Kleinsorgen C. Interprofessional survey on communication skills in veterinary and veterinary-related education in Germany. BMC Med Educ 2021; 21:516. [PMID: 34587954 PMCID: PMC8482745 DOI: 10.1186/s12909-021-02938-8] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/17/2021] [Accepted: 09/11/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Communication is an indispensable skill in the everyday working life of a veterinary team. In German higher educational institutions, communication skills training is explicitly mentioned in the curricula of veterinary assistants, including veterinary nurses and veterinary technicians, and of animal keepers, but not for undergraduate veterinary medicine. Little is known about interprofessional education in veterinary medicine and related professions. Therefore, the purpose of this study is to describe and explore the current interprofessional state of knowledge regarding communication skills of the aforementioned groups in Germany. METHODS To explore the perception, assess the knowledge and identify the attitude regarding communication skills and interprofessional training, an online survey was distributed. The survey was sent to all five veterinary higher educational institutions, 38 schools for veterinary assistants and 15 schools for animal keepers throughout Germany. RESULTS In total, 294 veterinary students, 111 veterinary assistant trainees and 62 animal keeper trainees participated. The majority of participants (98.07%, n = 458) perceived communication skills as highly important for their everyday work. In total, 413 participants (88.44%) felt that their communication skills needed improvement and more than half admitted having difficulties in effective communication (59.31%; n = 277). In addition, 62.74% of respondents (n = 293) were not sufficiently informed about the training content of their future colleagues. Most were convinced that training could positively influence on their communication with clients (95.72%; n = 447) and the team (92.29%; n = 431), and 76.45% of respondents (n = 357) wished to participate in an interprofessional training. CONCLUSIONS Results of this study confirm that communication skills are perceived as highly important for professional life. Students and trainees show a great interest in communication skills and interprofessional training. The findings indicate that appropriate adjustments to existing curricula are necessary in Germany.
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Affiliation(s)
- Michèle Rauch
- Centre for E-Learning, Didactics and Educational Research (ZELDA), Clinical Skills Lab, University of Veterinary Medicine Hannover, Foundation, Bischofsholer Damm 15, 30171 Hannover, Germany
| | - Sandra Wissing
- Centre for E-Learning, Didactics and Educational Research (ZELDA), Clinical Skills Lab, University of Veterinary Medicine Hannover, Foundation, Bischofsholer Damm 15, 30171 Hannover, Germany
| | - Andrea Tipold
- Small Animal Clinic, University of Veterinary Medicine Hannover, Foundation, Bünteweg 9, 30559 Hannover, Germany
| | - Christin Kleinsorgen
- Centre for E-Learning, Didactics and Educational Research (ZELDA), E-Learning-Department, University of Veterinary Medicine Hannover, Foundation, Bünteweg 2, 30559 Hannover, Germany
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Meurer M, O’Neil DA, Lovie E, Simpson L, Torres MDT, de la Fuente-Nunez C, Angeles-Boza AM, Kleinsorgen C, Mercer DK, von Köckritz-Blickwede M. Antimicrobial Susceptibility Testing of Antimicrobial Peptides Requires New and Standardized Testing Structures. ACS Infect Dis 2021; 7:2205-2208. [PMID: 34110786 DOI: 10.1021/acsinfecdis.1c00210] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/09/2023]
Abstract
The need for optimized as well as standardized test systems of novel antimicrobial peptides (AMPs) was discussed by experts in the field at the International Meeting on Antimicrobial Peptides (IMAP) 2017 and the 2019 Gordon Research Conference (GRC) on Antimicrobial Peptides, and a survey related to this topic was circulated to participants to collate opinions. The survey included questions ranging from the relevance of susceptibility testing for understanding the mode of action of AMPs, to the importance of optimization and a degree of standardization of test methods and their clinical relevance. Based on the survey results, suggestions for future improvements in the research field are made.
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Affiliation(s)
- Marita Meurer
- Department of Biochemistry, University of Veterinary Medicine Hannover, Foundation, 30559 Hanover, Germany
- Research Center for Emerging Infections and Zoonoses (RIZ), University of Veterinary Medicine Hannover, Foundation, 30559 Hanover, Germany
| | | | - Emma Lovie
- NovaBiotics Ltd, Aberdeen, AB23 8EW, United Kingdom
| | | | - Marcelo D. T. Torres
- Machine Biology Group, Departments of Psychiatry and Microbiology, Institute for Biomedical Informatics, Institute for Translational Medicine and Therapeutics, Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania 19104, United States
- Departments of Bioengineering and Chemical and Biomolecular Engineering, School of Engineering and Applied Science, University of Pennsylvania, Philadelphia, Pennsylvania 19104, United States
- Penn Institute for Computational Science, University of Pennsylvania, Philadelphia, Pennsylvania 19104, United States
| | - Cesar de la Fuente-Nunez
- Machine Biology Group, Departments of Psychiatry and Microbiology, Institute for Biomedical Informatics, Institute for Translational Medicine and Therapeutics, Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania 19104, United States
- Departments of Bioengineering and Chemical and Biomolecular Engineering, School of Engineering and Applied Science, University of Pennsylvania, Philadelphia, Pennsylvania 19104, United States
- Penn Institute for Computational Science, University of Pennsylvania, Philadelphia, Pennsylvania 19104, United States
| | - Alfredo M. Angeles-Boza
- Department of Chemistry, University of Connecticut, Storrs, Connecticut 06269-3060, United States
- Institute of Materials Science, University of Connecticut, Storrs, Connecticut 06269-3136, United States
| | - Christin Kleinsorgen
- Center for E-Learning, Didactics and Educational Research (ZELDA), University of Veterinary Medicine Hannover, Foundation, 30559 Hanover, Germany
| | | | - Maren von Köckritz-Blickwede
- Department of Biochemistry, University of Veterinary Medicine Hannover, Foundation, 30559 Hanover, Germany
- Research Center for Emerging Infections and Zoonoses (RIZ), University of Veterinary Medicine Hannover, Foundation, 30559 Hanover, Germany
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Gruber C, Dilly M, Bahramsoltani M, Kleinsorgen C, Engelskirchen S, Ramspott S, Ehlers JP. Communication as teaching content of veterinary studies - a joint position paper from the DVG specialist group "communication and didactics" and the GMA veterinary medicine committee. GMS J Med Educ 2021; 38:Doc84. [PMID: 34056073 PMCID: PMC8136349 DOI: 10.3205/zma001480] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 01/30/2017] [Revised: 12/18/2020] [Accepted: 02/16/2021] [Indexed: 06/12/2023]
Abstract
Veterinarians have to face many communicative challenges in their professional capacity. Successful professional communication increases satisfaction among pet owners, staff members and colleagues, and ultimately also the veterinarians' own satisfaction. On the other hand, unsuccessful communication can easily lead to rejection, distrust and dissatisfaction. However, communicative skills are not explicitly taught as part of the compulsory courses in veterinary medicine in Germany. The position paper of the GMA Veterinary Medicine Committee and the DVG work group Didactics and Communication Competence describes the importance of successful communication for working veterinarians as well as the training situation in Germany and addresses topics that are often discussed in connection with the implementation. The authors come to the conclusion that there is both a necessity and a possibility for the introduction of communicative training content and provide recommendations that are intended to support the sustainable introduction of courses and exams to develop the communicative skills of veterinary students.
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Affiliation(s)
| | - Marc Dilly
- scil vet academy, Viernheim. Germany
- Justus-Liebig-University Giessen, Faculty of Veterinary Medicine, Giessen, Germany
| | | | - Christin Kleinsorgen
- University of Veterinary Medicine Hannover, Center for E-Learning, Didactics and Educational Research, Hannover, Germany
| | | | | | - Jan P. Ehlers
- University of Witten/Herdecke, Faculty of Health, Chair of Didactics and Educational Research in Health Care, Witten, Germany
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12
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Kleinsorgen C, Steinberg E, Dömötör R, Piano JZ, Rugelj J, Mandoki M, Radin L. "The SOFTVETS Competence Model" - a preliminary project report. GMS J Med Educ 2021; 38:Doc50. [PMID: 33824886 PMCID: PMC7994872 DOI: 10.3205/zma001446] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 02/14/2020] [Revised: 07/10/2020] [Accepted: 07/21/2020] [Indexed: 06/12/2023]
Abstract
Aim: Recent developments measured using statistics and surveys among veterinarians show that integrating key competence training into veterinary education is becoming increasingly important. This article describes the collaborative development process of the first work package within the SOFTVETS project. The SOFTVETS project aims to create a competence model and an ideal version of a soft skills curriculum that can be implemented in veterinary higher education throughout Europe. Method: In the course of a desk research phase, a literature review and an inventory of the current practice of key competence training within veterinary education was carried out. An initial set of recommendations for three competence areas was developed using the Handbook for Internal Quality Management in Competence-Based Higher Education. Finally, an alternating sequence of individual and collaborative expert reviews was carried out. Result: Experts from five European countries participated in the process. The derived competence model consisted of the following three competence areas with the corresponding number of defined competences: ten communication, nine entrepreneurial and eight digital competences. Conclusion: In the next work packages, learning objectives, teaching and assessment methods will be collected. Training concepts for facilitators to provide professional competence training will be established. In addition, an evaluation toolkit will be developed to standardise the implementation, evaluation and assessment of competence training events. The SOFTVETS competence model should help educators to be able to integrate the training of key competence training into the veterinary curriculum. This detailed list of competences can also be used as a tool to identify existing deficiencies and thus enable further curricular changes.
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Affiliation(s)
- Christin Kleinsorgen
- University of Veterinary Medicine Hannover, Foundation, ZELDA - Centre for E-Learning, Didactics and Educational Research, E-Learning-Department, Hannover, Germany
| | - Evelyn Steinberg
- University of Veterinary Medicine Vienna, Office of the Vice-Rectorate for Study Affairs, Vienna, Austria
| | - Rudolf Dömötör
- Vienna University of Economics and Business, Vienna, Austria
| | | | - Jože Rugelj
- University of Ljubljana, Faculty of Education, Ljubljana, Slovenia
| | - Mira Mandoki
- University of Veterinary Medicine Budapest, Budapest, Hungary
| | - Lada Radin
- University of Zagreb, Faculty of Veterinary Medicine, Zagreb, Croatia
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Trittmacher S, Schnepf A, Kleinsorgen C, Detlefsen H, Hessler J, Campe A, Hennig-Pauka I. Communication and animal observation in livestock farming - pilot study of a teaching project in veterinary education. GMS J Med Educ 2021; 38:Doc61. [PMID: 33824897 PMCID: PMC7994864 DOI: 10.3205/zma001457] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 02/13/2020] [Revised: 08/07/2020] [Accepted: 09/21/2020] [Indexed: 06/12/2023]
Abstract
Objective: Within the scope of a teaching project, students of veterinary medicine are to study animal and environmental observation and how to communicate with the persons responsible for animals on pig farms. They will be prepared to reflect on conversational behavior, identify difficult conversational situations and solve them in a goal-oriented way. In addition to piloting, the the aim of the study is to evaluate the teaching project by the students and the teaching staff. Methodology: Animal observation is trained using a virtual tour of a stock farm based on pictures and videos. The didactic approaches Design Thinking and the creative Walt Disney method are used in order to work on a previously prioritized problem. A typical conflict situation in pig farming is simulated in a role-play. Acquired skills are put into practice during a stock examination on the practice day, where the students communicate their observations. Evaluation is conducted using paper-based questionnaires and feedback interviews. Results: Evaluations of the students are generally positive. The desire to include communication studies in the curriculum was expressed several times. For the theoretical teaching units, a larger group of participants is needed to achieve higher interaction through diversity. The acquired knowledge is reliably applied and utilized on the practice day. Conclusion: The theoretical teaching units extensively prepare the students for the practical stock examination and teach basic skills of communication. Some adjustments to the procedure and focus should be made regarding the practical part. Generally, the conveyed information and methods are considered to be important by the students.
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Affiliation(s)
- Sara Trittmacher
- Stiftung Tierärztliche Hochschule Hannover, Außenstelle für Epidemiologie in Bakum, Bakum, Germany
| | - Anne Schnepf
- Stiftung Tierärztliche Hochschule Hannover, Institut für Biometrie, Epidemiologie und Informationsverarbeitung, Hannover, Germany
- Stiftung Tierärztliche Hochschule Hannover, WHO Collaborating Centre for Research and Training for Health at the Human-Animal-Environment Interface, Hannover, Germany
| | - Christin Kleinsorgen
- Stiftung Tierärztliche Hochschule Hannover, ZELDA - Zentrum für E-Learning, Didaktik und Ausbildungsforschung, Hannover, Germany
| | | | | | - Amely Campe
- Stiftung Tierärztliche Hochschule Hannover, Institut für Biometrie, Epidemiologie und Informationsverarbeitung, Hannover, Germany
- Stiftung Tierärztliche Hochschule Hannover, WHO Collaborating Centre for Research and Training for Health at the Human-Animal-Environment Interface, Hannover, Germany
| | - Isabel Hennig-Pauka
- Stiftung Tierärztliche Hochschule Hannover, Außenstelle für Epidemiologie in Bakum, Bakum, Germany
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14
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Pohl A, Klass LG, Kleinsorgen C, Bernigau D, Pfeiffer-Morhenn B, Arnhold S, Dilly M, Beitz-Radzio C, Wissing S, Vogt L, Bahramsoltani M. Integration and potential of teaching communication skills in the study of veterinary medicine in Germany. GMS J Med Educ 2021; 38:Doc53. [PMID: 33824889 PMCID: PMC7994865 DOI: 10.3205/zma001449] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 02/14/2020] [Revised: 11/14/2020] [Accepted: 01/09/2021] [Indexed: 06/12/2023]
Abstract
Goal: Presentation of the current range of courses regarding communication at the five German educational institutions for veterinary medicine. In addition to learning objectives and individual solutions, possible potential for future developments are presented. Methods: Interviews with communication educators at the five German education institutions and subsequent synopsis. Results: To date, there are no binding education guidelines regarding communication in veterinary medicine. Nevertheless, communication education has been introduced at all five education institutions, albeit depth and formats vary considerably. The learning objectives are largely consistent and based on the recommendations for day-one-skills made by the European Association of Establishments for Veterinary Education. Communication is not recognized as a fully-fledged subject in the curricula of any of the education institutions. All education institutions clearly fall short of teaching the recommended 150 lecture hours. Conclusion: To ensure communication skills in veterinary medicine graduates, binding education guidelines should be agreed upon. Communication education should be integrated into all veterinary curricula as a fully-fledged subject with longitudinally increasing depth.
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Affiliation(s)
- Alina Pohl
- Freie Universität Berlin, Department of Veterinary Medicine, Berlin, Germany
| | - Luise Grace Klass
- Freie Universität Berlin, Department of Veterinary Medicine, Berlin, Germany
| | | | - Dora Bernigau
- Leipzig University, Faculty of Veterinary Medicine, Leipzig, Germany
| | | | - Stefan Arnhold
- Justus-Liebig-University Giessen, Faculty of Veterinary Medicine, Giessen, Germany
| | - Marc Dilly
- Justus-Liebig-University Giessen, Faculty of Veterinary Medicine, Giessen, Germany
- scil vet acadamy, Viernheim, Germany
| | | | - Sandra Wissing
- University of Veterinary Medicine Hannover, Foundation, Hannover, Germany
| | - Lena Vogt
- Freie Universität Berlin, Department of Veterinary Medicine, Berlin, Germany
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Tolks D, Romeike BFM, Ehlers J, Kuhn S, Kleinsorgen C, Huber J, Fischer MR, Bohne C, Hege I, Merz L, Sailer M. The online inverted classroom model (oICM). A blueprint to adapt the inverted classroom to an online learning setting in medical and health education. MedEdPublish (2016) 2020; 9:113. [PMID: 38073851 PMCID: PMC10702666 DOI: 10.15694/mep.2020.000113.1] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/22/2023] Open
Abstract
This article was migrated. The article was marked as recommended. The idea of this paper is to offer a blueprint, with that facilitators have a guide to set up a complete digital teaching scenario according to the latest insights of didactical research. The corona pandemic forced higher education institutions all around the world to radically shift their curricula from a mix of face-to-face and remote teaching methods to a fully remote curriculum. Though challenging, this time provides opportunities to implement new educational methods and improve the quality of digital teaching. The classical concept of the inverted classroom was modified to meet the special needs of online settings. The proposed online Inverted Classroom Model (oICM) includes the following phases: (1) pre-phase, (2) self-learning-phase, (3) Synchronous online face-to-face phase, (4) transfer-phase, (5) evaluation. Recommendations and potential tools are provided for each phase. The oICM is an innovative and easy to use approach to shape digital teaching and learning processes during and after the CoVid19 pandemic. This blueprint is developed by the committee "Digitalization" of the German Association for Medical Education (GMA) for facilitators without any prior experience with the ICM, but also for those who already teach in a traditional ICM.
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Affiliation(s)
- Daniel Tolks
- Institute for Medical Education of the University Hospital
- Institute for Medical Education of the University Hospital
| | | | - Jan Ehlers
- Didactics and Educational Research in Health Science
- Didactics and Educational Research in Health Science
| | - Sebastian Kuhn
- Department of Orthopaedics and Traumatology
- Department of Orthopaedics and Traumatology
| | | | - Johanna Huber
- Institute for Medical Education of the University Hospital
- Institute for Medical Education of the University Hospital
| | - Martin R Fischer
- Institute for Medical Education of the University Hospital
- Institute for Medical Education of the University Hospital
| | - Christoph Bohne
- Brandenburg Medical School Theodor Fontane
- Brandenburg Medical School Theodor Fontane
| | - Inga Hege
- Department for Medical Education Sciences
- Department for Medical Education Sciences
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16
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Tolks D, Romeike BFM, Ehlers J, Kuhn S, Kleinsorgen C, Huber J, Fischer MR, Bohne C, Merz L, Sailer M, Hege I. The online inverted classroom model (oICM). A blueprint to adapt the inverted classroom to an online learning setting in medical and health education [Version 2]. MedEdPublish 2020. [DOI: 10.15694/mep.2020.000113.2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022] Open
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17
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Tolks D, Romeike BFM, Ehlers J, Kuhn S, Kleinsorgen C, Huber J, Fischer MR, Bohne C, Hege I. The online inverted classroom model (oICM). A blueprint to adapt the inverted classroom to an online learning setting in medical and health education [Correction]. MedEdPublish 2020. [DOI: 10.15694/mep.2020.000113.1c] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022] Open
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18
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Kleinsorgen C, von Köckritz-Blickwede M, Naim HY, Branitzki-Heinemann K, Kankofer M, Mándoki M, Adler M, Tipold A, Ehlers JP. Impact of Virtual Patients as Optional Learning Material in Veterinary Biochemistry Education. J Vet Med Educ 2017; 45:177-187. [PMID: 28885874 DOI: 10.3138/jvme.1016-155r1] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
Biochemistry and physiology teachers from veterinary faculties in Hannover, Budapest, and Lublin prepared innovative, computer-based, integrative clinical case scenarios as optional learning materials for teaching and learning in basic sciences. These learning materials were designed to enhance attention and increase interest and intrinsic motivation for learning, thus strengthening autonomous, active, and self-directed learning. We investigated learning progress and success by administering a pre-test before exposure to the virtual patients (vetVIP) cases, offered vetVIP cases alongside regular biochemistry courses, and then administered a complementary post-test. We analyzed improvement in cohort performance and level of confidence in rating questions. Results of the performance in biochemistry examinations in 2014, 2015, and 2016 were correlated with the use of and performance in vetVIP cases throughout biochemistry courses in Hannover. Surveys of students reflected that interactive cases helped them understand the relevance of basic sciences in veterinary education. Differences between identical pre- and post-tests revealed knowledge improvement (correct answers: +28% in Hannover, +9% in Lublin) and enhanced confidence in decision making ("I don't know" answers: -20% in Hannover, -7.5% in Lublin). High case usage and voluntary participation (use of vetVIP cases in Hannover and Lublin >70%, Budapest <1%; response rates in pre-test 72% and post-test 48%) indicated a good increase in motivation for the subject of biochemistry. Despite increased motivation, there was only a weak correlation between performance in final exams and performance in the vetVIP cases. Case-based e-learning could be extended and generated cases should be shared across veterinary faculties.
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Affiliation(s)
- Christin Kleinsorgen
- E-Learning Department, University of Veterinary Medicine Hannover, Bünteweg 2, 30559 Hannover, Germany.
| | - Maren von Köckritz-Blickwede
- Department of Physiologic Chemistry, University of Veterinary Medicine Hannover, Bünteweg 17, 30559 Hannover, Germany.
| | - Hassan Y Naim
- Department of Physiologic Chemistry, University of Veterinary Medicine Hannover, Bünteweg 2, 30559 Hannover, Germany.
| | - Katja Branitzki-Heinemann
- Department of Physiologic Chemistry, University of Veterinary Medicine Hannover, Bünteweg 2, 30559 Hannover, Germany.
| | - Marta Kankofer
- Department of Biochemistry, Faculty of Veterinary Medicine, University of Life Sciences in Lublin, 20-033 Lublin, Akademicka 12, Poland.
| | - Míra Mándoki
- Department of Pathology and Forensic Veterinary Medicine, Veterinary Faculty, Szent István University, P.O. Box 2, H-1400 Budapest, Hungary.
| | - Martin Adler
- Instruct AG, Kapuzinerstr. 5, 80337 Munich, Germany.
| | - Andrea Tipold
- Small Animal Clinic, Neurology, University of Veterinary Medicine Hannover, Bünteweg 9, 30559 Hannover, Germany.
| | - Jan P Ehlers
- Didactics and Educational Research in Health Science, University Witten/Herdecke, Alfred-Herrhausen-Strasse 50, 58448 Witten, Germany.
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Kleinsorgen C, Kankofer M, Gradzki Z, Mandoki M, Bartha T, von Köckritz-Blickwede M, Naim HY, Beyerbach M, Tipold A, Ehlers JP. Utilization and acceptance of virtual patients in veterinary basic sciences - the vetVIP-project. GMS J Med Educ 2017; 34:Doc19. [PMID: 28584867 PMCID: PMC5450435 DOI: 10.3205/zma001096] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 03/23/2016] [Revised: 01/17/2017] [Accepted: 02/03/2017] [Indexed: 06/07/2023]
Abstract
Context: In medical and veterinary medical education the use of problem-based and cased-based learning has steadily increased over time. At veterinary faculties, this development has mainly been evident in the clinical phase of the veterinary education. Therefore, a consortium of teachers of biochemistry and physiology together with technical and didactical experts launched the EU-funded project "vetVIP", to create and implement veterinary virtual patients and problems for basic science instruction. In this study the implementation and utilization of virtual patients occurred at the veterinary faculties in Budapest, Hannover and Lublin. Methods: This report describes the investigation of the utilization and acceptance of students studying veterinary basic sciences using optional online learning material concurrently to regular biochemistry and physiology didactic instruction. The reaction of students towards this offer of clinical case-based learning in basic sciences was analysed using quantitative and qualitative data. Quantitative data were collected automatically within the chosen software-system CASUS as user-log-files. Responses regarding the quality of the virtual patients were obtained using an online questionnaire. Furthermore, subjective evaluation by authors was performed using a focus group discussion and an online questionnaire. Results: Implementation as well as usage and acceptance varied between the three participating locations. High approval was documented in Hannover and Lublin based upon the high proportion of voluntary students (>70%) using optional virtual patients. However, in Budapest the participation rate was below 1%. Due to utilization, students seem to prefer virtual patients and problems created in their native language and developed at their own university. In addition, the statement that assessment drives learning was supported by the observation that peak utilization was just prior to summative examinations. Conclusion: Veterinary virtual patients in basic sciences can be introduced and used for the presentation of integrative clinical case scenarios. Student post-course comments also supported the conclusion that overall the virtual cases increased their motivation for learning veterinary basic sciences.
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Affiliation(s)
- Christin Kleinsorgen
- University of Veterinary Medicine Hannover, Foundation, E-Learning Department, Hannover, Germany
| | - Marta Kankofer
- University of Life Sciences Lublin, Faculty of Veterinary Medicine, Department of Biochemistry, Lublin, Poland
| | - Zbigniew Gradzki
- University of Life Sciences Lublin, Faculty of Veterinary Medicine,Department of Epizootiology and Clinic of Infectious Diseases, Lublin, Poland
| | - Mira Mandoki
- Szent István University, Veterinary Faculty, Department of Pathology and Forensic Veterinary Medicine, Budapest, Hungary
| | - Tibor Bartha
- Szent István University, Veterinary Faculty, Department of Physiology and Biochemistry, Budapest, Hungary
| | - Maren von Köckritz-Blickwede
- University of Veterinary Medicine Hannover, Foundation, Department of Physiological Chemistry, Hannover, Germany
| | - Hassan Y. Naim
- University of Veterinary Medicine Hannover, Foundation, Department of Physiological Chemistry, Hannover, Germany
| | - Martin Beyerbach
- University of Veterinary Medicine Hannover, Foundation, Institute for Biometry, Epidemiology and Information Processing, Hannover, Germany
| | - Andrea Tipold
- University of Veterinary Medicine Hannover, Foundation, Small Animal Clinic, Hannover, Germany
| | - Jan P. Ehlers
- University Witten-Herdecke, Didactics and Educational Research in Health Science, Witten, Germany
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