ISSN:
1439-0264
Source:
Blackwell Publishing Journal Backfiles 1879-2005
Topics:
Medicine
Notes:
Today's students belong to an interactive generation and receive information through multiple channels. Curricula in veterinary medicine are changing due to trends such as ‘student centred education’ and ‘competence based learning’. Taking in account these changes, we were encouraged to rethink the way in which we teach and assess the knowledge of veterinary anatomy. The amount of dissection (90 h) and lecture hours (90 h) has not changed, but the way they are used and how the ‘knowledge’ is assessed has been revised. First, goals were defined: students have to acquire knowledge and insight in the structure, function and relationships of anatomical structures of various species. They have to be able to observe, palpate and expose the structures properly. Additionally, they must attain general skills, e.g. communication. Secondly a new learning environment was developed so students could accomplish these goals. The three main components, constituting this new environment were: the introduction of an assessment and development centre (ADC) as a means of assessing students as well as giving them feedback, the incorporation of e-learning and the raise of student-lecturer interactions during lecture hours. During the ADC the students have to go through three set-ups: they demonstrate structures, they name structures and they ‘solve’ a problem (e.g. cut tendon). They report their findings both verbally and written. Using checklists the student's practical skills are assessed during the dissections and during the ADC. Students receive feedback at four different times. An E-learning environment was devised, giving the students the possibility to consult photographs of the dissections, to discuss the course on a discussion board and to take self-assessment tests to monitor their progress. During the student-lecturer interactions, photographs, clinical examples, are discussed using various teaching methods, resulting in a more ‘active’ approach to the learning content. Students are enthusiastic about this way of teaching although they experience it as difficult. Student scores seem not different from previously. In the future the practical checklists and the ADC will be optimized.
Type of Medium:
Electronic Resource
URL:
http://dx.doi.org/10.1111/j.1439-0264.2005.00669_122.x
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