Untersuchung zur Prüfungsvorbereitung von Studierenden der Veterinärmedizin

Ehrich, Felix; Tipold, Andrea; Ehlers, Jan P.; Schaper, Elisabeth

doi:10.1055/a-1091-1981

Cited by 3 publications

(1 citation statement)

References 10 publications

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“…In doing so, the initiation and establishment of teaching formats beyond extracurricular classes was achieved to varying degrees through third-party funded projects at most education institutions. Nevertheless, communication skills have been and are implicitly taught, although communication education has not been explicitly included, for instance through observational learning [ 41 ] and are still a part of other examinations [ 10 ]. The TAppV enables veterinary education institutions to design and test their own curricula or practice their own interpretation of the education regulations to improve veterinary medical education (§3 Trial clause [Erprobungsklausel]).…”

Section: Resultsmentioning

confidence: 99%

Integration and potential of teaching communication skills in the study of veterinary medicine in Germany

Pohl

Klass

Kleinsorgen

et al. 2021

GMS Journal for Medical Education; 38(3):Doc53

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Section: Resultsmentioning

confidence: 99%

Integration and potential of teaching communication skills in the study of veterinary medicine in Germany

Pohl

Klass

Kleinsorgen

et al. 2021

GMS Journal for Medical Education; 38(3):Doc53

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Proof of Concept: Game-Based Mobile Learning—The First Experience With the App Actionbound as Case-Based Geocaching in Education of Veterinary Neurology

2021

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Case-based learning is a valuable tool to impart various problem-solving skills in veterinary education and stimulate active learning. Students can solve imaginary cases without the need for contact with real patients. Case-based teaching can be well performed as asynchronous remote-online class. In time of the COVID-19-pandemic, many courses in veterinary education are provided online. Therefore, students report certain fatigue when it comes to desk-based online learning. The app “Actionbound” provides a platform to design digitally interactive scavenger hunts based on global positioning system (GPS)—called “bounds” —in which the teacher can create a case study with an authentic patient via narrative elements. This app was designed for multimedia-guided museum or city tours initially. The app offers the opportunity to send the students to different geographic localizations for example in a park or locations on the University campus, like geocaching. In this way, students can walk outdoors while solving the case study. The present article describes the first experience with Actionbound as a tool for mobile game-based and case-orientated learning in veterinary education. Three veterinary neurology cases were designed as bounds for undergraduate students. In the summer term 2020, 42 students from the second to the fourth year of the University of Veterinary Medicine Hannover worked on these three cases, which were solved 88 times in total: Cases 1 and 2 were each played 30 times, and case 3 was played 28 times. Forty-seven bounds were solved from students walking through the forest with GPS, and 41 were managed indoors. After each bound, students evaluated the app and the course via a 6-point numerical Likert rating scale (1 = excellent to 6 = unsatisfactory). Students playing the bounds outdoors performed significantly better than students solving the corresponding bound at home in two of the three cases (p = 0.01). The large majority of the students rated the course as excellent to good (median 1.35, range 1–4) and would recommend the course to friends (median 1.26, range 1–3). Summarizing, in teaching veterinary neurology Actionbound's game-based character in the context of outdoor activity motivates students, might improve learning, and is highly suitable for case-based learning.

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Preferences and Scores of Different Types of Exams during COVID-19 Pandemic in Faculty of Veterinary Medicine in Spain: A Cross-Sectional Study of Paper and E-exams

2021

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The World Health Organization (WHO) officially declared the novel coronavirus (COVID-19) as a pandemic on 11 March 2020, and educational institutions have had to modify most of their activities (face-to-face activities were suspended). This situation forced academic institutions to modify the evaluation format of students. The use of proctoring systems quickly became widespread, although some controversies arose. The two main discussions regarding these systems are the integrity of the assessment and the capacity of the students to adapt to this new assessment method, without changes in theirs scores. To elucidate two controversies, we have analyzed the preferences and the scores obtained from a trial of 660 scores from 332 students of the third grade of Veterinary Medicine. The experiment involved three modalities of exam: an online format from home using the Respondus Lockdown Browser system (Modality 1), online in person using the Respondus Lockdown Browser system with the supervision of a teacher (Modality 2), or paper format in person with the supervision of a teacher (Modality 3). The results obtained showed that the students preferred Modality 1 (online at home with Respondus Lockdown Browser system). No statistical differences between the scores obtained by students were found between the three modalities analyzed. The proctoring system is a good method to adjudicate exams in higher education institutions, and the scores of students are similar to those obtained through traditional evaluation and control systems.

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Untersuchung zur Prüfungsvorbereitung von Studierenden der Veterinärmedizin

Cited by 3 publications

References 10 publications

Integration and potential of teaching communication skills in the study of veterinary medicine in Germany

Integration and potential of teaching communication skills in the study of veterinary medicine in Germany

Proof of Concept: Game-Based Mobile Learning—The First Experience With the App Actionbound as Case-Based Geocaching in Education of Veterinary Neurology

Preferences and Scores of Different Types of Exams during COVID-19 Pandemic in Faculty of Veterinary Medicine in Spain: A Cross-Sectional Study of Paper and E-exams

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